Course Title: Advanced Placement Calculus AB

Meeting Times: Block Scheduling: The class meets for 36 weeks every other day for 1 hour 25 minutes.
Course Description:
AP Calculus AB provides an understanding of the fundamental concepts and methods of differential and
integral calculus with an emphasis on their application, and the use of multiple representations
incorporating graphic, numeric, analytic, algebraic, and verbal and written responses. Topics of study
include: functions, limits, derivatives, and the interpretation and application of integrals. An in-depth
study of functions occurs in the course. Technology is an integral part of the course and includes the use
of graphing calculators, computers, and data analysis software. On a regular basis, graphing calculators
are used to explore, discover, and reinforce concepts of calculus.
Though our system has an open enrollment policy, students should understand that this course is
designed to be a fourth-year mathematics course, and the equivalent of a yearlong, college-level course
in single variable calculus. The course requires a solid foundation of advanced topics in algebra,
geometry, trigonometry, analytic geometry, and elementary functions. The breadth, pace, and depth of
material covered exceeds the standard high school mathematics course, as does the college-level
textbook, and time and effort required of students. AP Calculus AB provides the equivalent of the first
course in a college calculus sequence, while AP Calculus BC is an extension of AP Calculus AB, and
provides the equivalent of a second course in a college calculus sequence. Students are expected to take
the AP Calculus AB Exam at the end of this course.
Course Purpose and Goals:
Philosophy
Understanding change is the basis of this course. The study of the concept of the derivative in calculus is
the formal study of mathematical change. A key component of the course is fluency in the use of
multiple representations that include graphic, numeric, analytic, algebraic, and verbal and written
responses. Students build an understanding of calculus concepts as they construct relationships and
make connections among the various representations. The course is more than a collection of topics; it
is a coherent focused curriculum that develops a broad range of calculus concepts and a variety of
methods and real-world applications. These include practical applications of integrals to
model biological, physical, and economic situations. Although the development of techniques and
fluency with algebraic symbolism to represent problems is important, it is not a primary focus of the
course. Rather, the course emphasizes differential and integral calculus for functions of a single variable
through the Fundamental Theorem of Calculus.
Technology is used to enhance students understanding of calculus concepts and techniques. The
College Board requires the use of graphing calculators for this course. Mathematical problem solving,
investigations, and projects require adequate and timely access to technology including graphing
calculators, databases, spreadsheets, Internet and on-line resources, and data analysis software. In this
course, technology is introduced in the context of real-world problems, incorporates multiple
representations, and facilitates connections among mathematics topics. Students use estimation,
mental math, calculators, and paper-and-pencil techniques of calculus to conduct investigations and
solve problems. According to the National Council of Teachers of Mathematics (2000), Estimation
serves as an important companion to computation. It provides a tool for judging the reasonableness of
calculator, mental, and paper-and-pencil computations (NCTM, p. 155).
The standards support the unifying themes of derivatives, integrals, limits, approximation, and
applications and modeling in the course. Instruction is designed and sequenced to provide students with
learning opportunities in appropriate settings. Teaching strategies include collaborative small-group
work, pairs engaged in problem solving, whole-group presentations, peer-to-peer discussions, and an
integration of technology when appropriate. In this course, students are often engaged in mathematical
investigations that enable them to collaborative with peers in designing mathematical models to solve
problems and interpret solutions. They are encouraged to talk about the mathematics of change in
calculus, to use the language and symbols of calculus to communicate, and to discuss problems and
methods of solution.
Goals
Students should be able to:
1. Understand the major topics of functions, limits, derivatives, and integrals.
2. Incorporate multiple representations of functions using graphic, numeric, analytic, algebraic,
and verbal and written responses, and understand the connections among these representations.
3. Construct an understanding of derivatives as an instantaneous rate of change, applications of
derivatives as functions, and use various techniques to solve problems.
4. Understand definite integrals as a limit of Riemann sums, and as the net accumulation of sums,
and use them to solve a variety of problems.
5. Develop an understanding of the Fundamental Theorem of Calculus as a relationship between
derivatives and definite integrals.
6. Use graphing calculators to problem solve, experiment with what if hypotheses, display and
interpret results, and justify conclusions.
7. Make sense of and determine the reasonableness of solutions.
8. Develop an appreciation for an historical perspective of calculus.
Conceptual Organization
The content and level of depth of the material for this course is equivalent to a college-level course. The
course content is organized to emphasize major topics in the course to include the following: (1)
functions, graphs, and limits; (2) derivatives, and (3) integrals. Building on most students prior
knowledge, the course begins with a review of a variety of functions using multiple representations:
graphic, numeric, algebraic, analytic, and verbal and written responses. Technology enhances students
constructing an understanding of mathematical relationships among the different representations used
in solving problems. Then, this supports and leads to students development and visualization of
properties of limits and continuity, and rates of change of functions.
The concept of a derivative is interpreted as a rate of change and local linearity. Using graphing
calculators, numeric derivatives are examined. This is followed with a focus on derivatives of functions
algebraic, trigonometric, logarithmic, and exponential. Applications of the derivative are investigated
through velocity, acceleration, and optimization problems. The definite integral is studied as a limit of
Riemann sums and the rate of change of a quantity over a specific interval. This sequence of topics
naturally leads to students introduction to the Fundamental Theorem of Calculus. Applications of
definite integrals are also investigated which include summing rates of change, particle motion, areas in
a plane, and volumes of solids.
This order of topics within the course, not only provides a logical and systemic study to calculus, but also
accommodates the frequent transfer of students within the schools of the system, so that transfer
students can maintain a consistent flow of learning.
Assessment:
Assessment and evaluation are essential to learning and teaching. Ongoing assessment and evaluation
are significant in supporting student achievement, motivating student performance and providing the
basis upon which teachers make meaningful instructional decisions. All aspects of progress in
mathematics are measured using multiple methods such as authentic, performance, observational, and
formative assessments; group and individual projects, student presentations, and conventional
summative assessments. Student understanding is evaluated using an assessment cycle that includes
pre-, formative, and summative assessments. Pre-assessments are used to determine where the student
understanding level is, as the unit is begun. The pre-assessment is used by a teacher to plan instruction.
Formative assessments are used to check student understanding while learning is occurring, and provide
students and teachers with learning progress information. Pre- and formative assessments are not used
to determine grades. Summative assessments, such as unit and semester tests, evaluate student
achievement, and along with other measures such as student presentations and project work are data
points used to determine the level of student performance.
Every assessment will include both multiple choice and free response questions in keeping with the
format of the AP test.
Course Format and Policies:
Out of class assignments are checked for completeness and effort.
Students will be given many opportunities to communicate both orally and in writing their
understanding of calculus topics in the context of problem solving. Included are oral presentations to
the class, contributing in class discussions and written problem solving.
A weekly quiz will be given to check understanding and application. Quizzes will reflect current material
as well as earlier topics.
Major Assessments:
Unit 1 Comprehensive Assessment
Units 1 & 2 Comprehensive Assessment
Unit 3 Comprehensive Assessment
Unit 3 & 4 Comprehensive Assessment
Progress and Quarter grades are determined as follows:
10% Assignments
90% Quiz grades
Semester grades are determined by:
40% each of both quarter grades
20% Semester Final
Grading Scale for the class:
100-90% A
<90-80% B
<80-70% C
<70-60% D
<60% F
Weighted grades are calculated for students completing and taking the requisite exam of
an AP course.
Unweighted Scale A=4 Weighted Scale A=5
Unweighted Scale B=3 Weighted Scale B=4
Unweighted Scale C=2 Weighted Scale C=3
Unweighted Scale D=1 Weighted Scale D=2
Unweighted Scale F=0 Weighted Scale F=0
Students are encouraged to apply successful study strategies such as:
Pre-read the material before class
Read again for details and better understanding after class
Work extra problems, re-work old problems.
Form a study group to share ideas, strategies and expertise.
Test yourself by working problems on your own to reinforce what you have learned and to find
out where you need help.
Get help from the instructor if needed right away. Dont wait!
Review is an on-going process.

Textbook, Materials and Other Resources:
Required Textbook
Finney, R. L., Demana, F.D., Waits, B.K., and Kennedy, D. (2010). Calculus: Graphical, numerical,
algebraic. Upper Saddle River, NJ: Pearson Education-Prentice Hall.
Supplemental Textbooks and Readings
Finney, R. L., Demana, F.D., Waits, B.K., and Kennedy, D. (2003). Advanced placement
correlations and preparation for calculus: Graphical, numerical, algebraic. Upper Saddle River, NJ:
Pearson Education-Prentice Hall.
Finney, R. L., Demana, F.D., Waits, B.K., and Kennedy, D. (2003). Technology resources manual
for calculus: Graphical, numerical, algebraic. Upper Saddle River, NJ: Pearson Education-Prentice Hall.

Other Resources
Computers are available for student use as needed.
Software: Programming TI Calculator, Calculus applications, Excel
Graphing calculators: TI-84 graphing calculators will be provided for student use.
Internet access and online resources.
Math Tools Website:
http://www.mathforum.org/mathtools/cell.html?&new_co=c

Math Archives: Calculus Resources On-Line Website:
http://archives.math.utk.edu/calculus/crol

Texas Instruments Website http://www.education.ti.com/
Finite Mathematics and Applied Calculus Resource Page
http://people.hofstra.edu/faculty/stefan_Waner/RealWorld/tccalcp.html
Course Content Outline:
The course is divided into four units of study as follows:
Unit 1: approximately 22 class periods
Pre-Calculus Review
Functions
Solving graphically: using a graphing calculator
Solving algebraically
Numerical support and analytical interpretation
Communicating mathematical information
Exponential/Parametric/Logarithmic functions
Trigonometric functions and identities
Summation notation
Limits
Rates of Change and Limit
Average vs. instantaneous speed
Limits
Limit properties, limits approaching infinity
Continuity
Properties of continuous functions, discontinuities
Rates of Change with Tangent Lines
Derivative of a Function
Definition of Derivative and Differentiability
Derivative defined, local linearity, Intermediate Value Theorem
Rules of Differentiation
Constant, sum/difference, product and quotient rules
Higher order derivatives
Introduce graph of a function and its derivative Derivatives on the calculator
Rates of Change, Velocity, Acceleration
Instantaneous rate of change
Velocity, speed, acceleration
Trigonometric Differentiation
Chain Rule for Differentiation
Derivative of composite function, chain rule, power chain rule
End of Unit 1: Unit 1 Comprehensive assessment
Unit 2: (approximately 23 Class periods)
Special Types of Derivatives
Implicit Differentiation
Inverse Trig Derivatives
Exponential and Logarithmic Derivatives
Applications of Derivatives
Extreme Values
Absolute extreme values, relative extreme values
Using derivative to locate extreme values, critical points
Mean Value Theorem
Increasing/decreasing functions
Antiderivative
Graph Interpretation: f with f and f
Second derivative test
Modeling and Optimization Techniques from Business and Industry
Fabrication and design
Minimizing cost
Linear Approximation and Newtons Method
Estimating change with differentials Related Rates Problems solving strategies
End of Unit 2: Units 1 and 2 Comprehensive assessment
Unit 3 (approximately 22 class periods)
Integrals: Area Under the Curve
Estimation of distance and volume using rectangular approximation
Definite Integrals
Riemann Sums as Limit
Terminology and notation for integration
Limits of integration
Area under the curve
Integrals on the calculator
Rules for Integration
Antiderivatives
Mean Value of a Function for integration
Fundamental Theorem of Calculus
Trapezoidal Rule
Simpsons Rule
Error analysis
Antiderivatives and Slope Fields
Constructing a slope field (calculator)
Indefinite Integral
Integration Techniques
Integration by substitution
Integration by parts
End Unit 3: Unit 3 comprehensive assessment
Unit 4 (approximately 23 class periods)
Applications
Exponential growth and decay
Population growth and logistic growth model
Approximation: Eulers Method
Applications: Definite Integrals
Consumption and net change
Area between curves
Volume of a solid
Cross sections, square, circular
Disks, washers, and shells Integration by Parts Applications from Science and Statistic
Review
Units 3 and 4 Comprehensive assessment
Review for AP Test
Sample Activity Unit 1: Instantaneous Rate of Change of a Function
Students predict the graph of the # of degrees a self-closing door is open at t time in seconds. Students
are then supplied with a model equation and use it to explore the table associated with it to answer
questions in writing about whether the door is opening or closing and average rate and make
predictions about instantaneous rate at different times t. Activity culminates in a written summary of
what was learned.

Sample Activity Unit 1: Local Linearity
Students use graphing calculators (graph, zoom, trace, tables) and several functions to investigate local
linearity and local non-linearity to link linearity with differentiability at a specific point on a graph.
f (x) = x
2

f(x) = x
2
+ 0.1 ((x-1)
1/3
)
2

f(x)=x
3

Sample Activity Unit 2: The relationship between distance, speed and velocity
Students use rectilinear motion to investigate the relationship between a function and its first and
second derivatives, velocity and acceleration. Activity addresses the concept of negative velocity.
Activity culminates in discussion of what was learned.
Sample Activity Unit 2: Optimization
Students use an equation that approximates fuel consumption for an automobile, graphing, and critical
points to determine optimal fuel use in terms of miles per gallon consumed. (Demana 4.4 Group
Activity Exploration)
Sample Activity Unit 2: Mean Value Theorem
Students use a variety of functions and their graphs to explore the mean value theorem using secants
and tangents. Included are continuous functions, a function with a cusp, and piece-wise functions.
Sample Activity Unit 3: Slope Fields
Students use graphs of slope fields for differential equations to sketch a graph of an approximate
solution and to confirm the solution algebraically if possible. Students also match slope field graphs
with their differential equation and answer questions about the slope field graphs and their equations. (
Demana, 6.1 Group Activity Exploration)
Sample Activity Unit 3: Riemann Sums
Students determine area under a curve (simple sketch of a graph provided) using Right and Left
Reimann Sum with smaller and smaller width rectangles. Students also use Midpoint Reimann Sum and
the Trapezoidal Rule to compute the area. Student write
a summary of the varying methods of using Reimann sums and compare/contrast their outcomes.
Students use a calculator program to approximate integrals using Reimann Sum method.
Sample Activity Unit 4: Volumes of Solids: Disks and Washers
Food items of various shapes (cucumber, orange, lemon, cored apple, etc.) are used to demonstrate
volumes of solids for both disk and washer methods. Food items will be sliced, measured, volume
computed, then re-sliced into smaller widths, measured, volume computed, and so on. Student groups
compare results with each other and discuss the reasons for the process.
Students then explore more about volumes of solids using the Internet and some suggested sites listed
below:
http://archives.math.utk.edu/visual.calculus/5/volumes.5/index.html
http://www.ies.co.jp/math/java/calc/rotate/rotate.html
http://www.math.ucla.edu/~tat/MicroTeach/volumes.ppt

Sample Quiz Limits, Limit Properties, Limits approaching infinity
Note: Assessments are formatted the same as the AP test with both multiple choice and free response
questions.
1. Let h(x) = x^3 10x^2 +3x +31
Prove that h(2)is the limit of h(x) as x approaches 2 by citing the appropriate limit properties.
Based on the definition of continuity, explain why h is continuous at x=2.
Show that h(3) has the opposite sign from h(2). Use the result to explain why h(x) has at least
one zero between x=2 and x=3. Find this zero as accurately as possible.

2. For the functions graphed, tell the following for x = c:
Left and right hand limits if they exist.
The limit if it exists
Whether or not the function is continuous, explain.



3. Sketch a possible graph for a function f where lim f(x) exists as x approaches 3, f(3) =1, and f is not
continuous at x=3.

4. Determine the limit by substitution for 6x^2 +5x +12 as x approaches 3.

5. For f(x) = |5x+2|/(-4x+7), use graphs and tables to find
The limit of f(x) as x approaches infinity
The limit of f(x) as x approaches infinity
Identify any horizontal asymptotes.

6. Let f(x) equal a piecewise function where f(x)=3x^2-4 for x < or = 1, and f(x) = 6x-5 for x > 1.
Which of the following are true statements about this function?
(A) None (B) II only (C) III only (D) II and III (E) I, II, III
7. Let g(x) = the limit of ((x+h)^2 x^2)/h as h approaches 0. For what value of x does g(x) = 2?



(A) x = 1 (B) x = 2 (C) x = 3 (D) x = 4 (E) x = 5
Support Services:
AVID- This program provides opportunities for tutoring and instruction in note taking, study skills and
habits for students to be successful in Advanced Placement courses.
Study Groups - Students can organize and participate in study groups during the Seminar period.