Ap Calculus BC Sample Syllabus 1

SAMPLE SYLLABUS #1
AP Calculus BC
®
Curricular Requirements
CR1 The students and teacher have access to a college-level calculus textbook, See page:
in print or electronic format. 4
CR2 The course is structured to incorporate the big ideas and required content See page:
outlined in each of the units described in the AP Course and Exam Description. 2
CR3 The course provides opportunities for students to develop the skills related to See pages:
Mathematical Practice 1: Implementing Mathematical Processes. 16, 17
CR4 The course provides opportunities for students to develop the skills related to See page:
Mathematical Practice 2: Connecting Representations. 16
Mathematical Practice 3: Justification. 16
Mathematical Practice 4: Communication and Notation. 16
CR7 Students have access to graphing calculators and opportunities to use them to See pages:
solve problems and to explore and interpret calculus concepts. 3, 16
CR8 The course provides opportunities for students to use calculus to solve real See page:
world problems. 17
Advanced Placement
Calculus BC Sample Syllabus #1
Overview
AP® Calculus BC satisfies all the requirements designed by the College Board and is
equivalent to two semesters of college level calculus. This course syllabus is aligned to the
AP Calculus AB and BC Course and Exam Description (CED) released by the College Board
in 2019. Students enrolled in this course have completed precalculus and have chosen
to take BC Calculus (in lieu of AB Calculus, which our school also offers). Students are
required to take AP Calculus BC Exam in May. If students cannot afford to pay for the
exam, the school will pay for the exam.
The course is designed around the three “Big Ideas” of calculus, including:
Big Idea #1: Change
Big Idea #2: Limits
Big Idea #3: Analysis of Functions
The College Board’s CED is broken down into 10 units, and my course follows the
sequencing/pacing of these 10 units. The three big ideas of calculus are included in the
units as reflected in the CED. CR2 CR2
The syllabus must include
UNIT 1: Limits and Continuity (~3 weeks) an outline of course
UNIT 2: Differentiation: Definition and Fundamental Properties (2–3 weeks) content by unit title or topic
using any organizational
UNIT 3: Differentiation: Composite, Implicit, and Inverse Functions (2–3 weeks) approach with the
associated big idea(s) to
UNIT 4: Contextual Applications of Differentiation (~2 weeks)
demonstrate the inclusion
UNIT 5: Analytical Applications of Differentiation (2–3 weeks) of required course content.
All three big ideas must be
UNIT 6: Integration and Accumulation of Change (~4 weeks)
included: Change, Limits,
UNIT 7: Differential Equations (2–3 weeks) and Analysis of Functions.
UNIT 8: Applications of Integration (3–4 weeks)
UNIT 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions (~3 weeks)
UNIT 10: Infinite Sequences and Series (4–5 weeks)
Student Practice
Throughout each unit, Topic Questions will be provided to help students check their
understanding. The Topic Questions are especially useful for confirming understanding
of difficult or foundational topics before moving on to new content or skills that build
upon prior topics. Topic Questions can be assigned before, during, or after a lesson, and
as in-class work or homework. Students will get rationales for each Topic Question that
will help them understand why an answer is correct or incorrect, and their results will
reveal misunderstandings to help them target the content and skills needed for
additional practice.
At the end of each unit or at key points within a unit, Personal Progress Checks will
be provided in class or as homework assignments in AP Classroom. Students will get a
personal report with feedback on every topic, skill, and question that they can use to chart
AP-Course Audit Teacher Resources © 2020 College Board 2

Advanced Placement Calculus BC Sample Syllabus #1
their progress, and their results will come with rationales that explain every question’s
answer. One to two class periods are set aside to re-teach skills based on the results of the
Personal Progress Checks.
An extra lab period each week is devoted to an appropriate calculator activity, multistep
word problems, Topic Questions, Personal Progress Checks, and/or free-response
questions (FRQ’s) from released AP Calculus BC Exams. Emphasis is placed on problem
solving, using the calculus in new settings, and helping students to see the connections
among the big ideas and the major themes in calculus. FRQs, which emphasize real-world
applications of the calculus, are selected for discussion during this lab period.
The course is also designed around the four Mathematical Practices in AP Calculus
outlined in the 2019 CED including:
Practice #1: Implementing Mathematical Processes
Practice #2: Connecting Representations
Practice #3: Justification
Practice #4: Communication and Notation
Course Objectives
At the end of the course, students should be able to solve a variety of real-world problems
using limits, derivatives, integrals, and series. Students are shown the interrelationships of
these four major themes/threads throughout the course. The course teaches the students
how to communicate their mathematical reasoning using proper mathematical terminology
in complete sentences. Students are instructed how to answer problems in the context
of the problem, both verbally and in written sentences/paragraphs, using appropriate
measurement units.
Prerequisites
All students who are taking AP Calculus BC have completed precalculus and have a firm
understanding of:
Functions – their graphs and behaviors CR7
Trigonometry The syllabus includes a
Logs and Natural Logs statement that each student
has individual access to
Transformations and Translations
an approved graphing
The use of their graphing calculator to solve problems calculator.
The value of the Rule of Four to solve problems (analytical/algebraic, numerical, AND
graphical, verbal/communication)
Transcendental Functions a description of at least one
These and other prerequisite topics/skills are briefly reviewed, as needed, during the year activity in which students
to help students make valuable connections between the big ideas. use graphing calculators to:
graph functions
Technology solve equations
perform numerical
All students are expected to have a TI-83, 83+, 84, or 84+ for their use in class and for
differentiation
homework assignments. For students that cannot afford a calculator, our school will
loan a calculator to that student for the course. CR7 perform numerical
integration
All students have access to the computer labs at our school.
explore or interpret
The graphing calculator is used every day in class and students are instructed daily
calculus concepts
on how to use this technology to help them understand the various calculus concepts
and to connect concepts and different representations.

Students are exposed to numerous calculus applets during the course, and I have a
computer and LCD projector in my classroom.
Students download a number of calculator programs from my calculator, including
programs for Riemann Sums, Area between two curves, Euler’s Method, and Slope
Fields. These programs are designed to help students visualize the various concepts
and to get a deeper understanding of calculus.
Students are instructed throughout the course of the Four Functionalities allowed on
the AP Exam with the graphing calculator including:
Plot the graph of a function within an arbitrary viewing window.
Find the zeros of functions (solve equations numerically).
Numerically calculate the derivative of a function. CR1
Numerically calculate the value of a definite integral. The syllabus must list
I instruct students on the various software packages to illustrate volumes of solids, the title, author, and
slope fields, and accumulation. publication date of a
college-level calculus
During the course, problems will be represented and solved in four distinct ways:
textbook.
analytically, numerically, graphically, and verbally. Students will use a graphing
calculator to determine the value of various limits, to determine the value of a
derivative at a point, to find the value of a definite integral, to graph a function in
various windows, and to solve a variety of equations, as well as explore concepts such
as the limit of a function at a point.
Textbooks
Primary Textbooks (1)
Larson, Hostetler, Edwards. Calculus of a Single Variable. Houghton Mifflin Company,
2006, 8th ed. ISBN 0618503048 CR1
Secondary Textbook
Stewart, James. Calculus. Brooks/Cole Publishing Company, 1999 ISBN: 0534359493
Resources and Supplementary Materials

College Board Special Focus Booklets including:
Differential Equations
Approximation
Infinite Series
The Fundamental Theorem on Calculus
College Board Curriculum Modules including:
Vectors
Volumes of Solids of Revolution
Extrema
Motion
Functions Defined by Integrals
Fundamental Theorem of Calculus
Reasoning from Tabular Data

Best, George. Concepts and Calculators in Calculus. Venture Publishing
Best, George. AP Calculus and the TI-83 Graphing Calculator. Venture Publishing.
Best, George. Preparing for the AP Calculus Examination. Venture Publishing
Bock, David. Preparing for the AP Exam. Barron’s Educational Series.
Crawford, Debra. Work Smarter Not Harder. Venture Publishing.
Lederman, David. Multiple-Choice and Free-Response Questions in Preparation for the AP

Calculus AB Examination. D&S Marketing Systems.
AP Calculus AB and BC Course and Exam Description (CED)
Teaching AP Calculus, D&S Marketing Systems, Inc., Lin McMullin, 2nd ed.
Software:
Best, George. Best Grapher.
Bradford, William. Calculus AB Test Bank.
Desmos
Weeks, Audrey. Calculus in Motion.

Previously Published AP Multiple-Choice and Free-Response Questions including the
1997, 1998, 2003, 2008, 2012 released AP Exams
AP Professional Development Workshops and Institute materials
AP Central® website and AP Calculus OTC
TI-83+ and TI-84 graphing calculators
Assessment
Students are assessed using several methods. The math department counts daily
homework as 10% of a student’s grade. The other 90% is a combination of quizzes, labs,
projects, and unit tests. I will use the Personal Progress Checks (PPCs) designed by the
College Board as formative assessments during the course of the 10 units to help students
and me better understand what concepts my students are struggling with. The unit tests
contain a no calculator section and a calculator section consistent with the AP Calculus
BC Exam. Weekly labs consist of graphical, numerical, and analytical components and a
written conclusion. Free-response questions are graded similar to the AP Exam. A midyear
exam is given at the end of the first semester. Just before the AP Exam in May, students
are given an entire AP BC Calculus practice exam, which is graded like the actual exam
using the scoring guidelines published by the College Board. This is counted as their final
exam grade for the year.
Because the mathematical communication component is so important in this class, students

are strongly encouraged to do test corrections for every exam. These test corrections are
an integral component of the learning process for this AP course and will help students
understand the required concepts, as well as how to effectively communicate their answers.
Post AP Exam
After the AP Exam, topics covered vary each year depending on the time remaining in
the school year and the number of students in the class. One project requires two-student
groups to present an appropriate lab demonstration to a math class of underclassmen.
Other years we continue on with more calculus topics, including Volume by the Shell
Method and other concepts not covered under the BC curriculum.

Unit 1: Limits and Continuity
Topic Skill
1.1 Introducing Calculus: Can 2.B. Identify mathematical information

Change Occur at an Instant? from graphical, symbolic, numerical,
and/or verbal representations.
1.2 Defining Limits and Using 2.B. Identify mathematical information

Limit Notation from graphical, symbolic, numerical,
1.3 Estimating Limit Values from Graphs 2.B. Identify mathematical information
from graphical, symbolic, numerical,
1.4 Estimating Limit Values from Tables 2.B. Identify mathematical information
from graphical, symbolic, numerical,
1.5 Determining Limits Using 1.E. Apply appropriate mathematical

Algebraic Properties of Limits rules or procedures, with
and without technology.
1.6 Determining Limits Using 1.C. Identify an appropriate mathematical

Algebraic Manipulation rule or procedure based on the
classification of a given expression
(e.g., Use the chain rule to find the
derivative of a composite function).
Complete Personal Progress Check MCQ Part A for Unit 1
1.7 Selecting Procedures for 1.C. Identify an appropriate mathematical

Determining Limits rule or procedure based on the
(e.g., Use the chain rule to find the
1.8 Determining Limits Using 3.C. Confirm whether hypotheses or

the Squeeze Theorem conditions of a selected definition,
theorem, or test have been satisfied.
1.9 Connecting Multiple 2.C. Identify a re-expression of

Representations of Limits mathematical information presented
in a given representation.
1.10 Exploring Types of Discontinuities 3.B. Identify an appropriate mathematical

definition, theorem, or test to apply.
1.11 Defining Continuity at a Point 3.C. Confirm whether hypotheses or

conditions of a selected definition,
theorem, or test have been satisfied.
Complete Personal Progress Check MCQ Part B for Unit 1
1.12 Confirming Continuity over an Interval 1.E. Apply appropriate mathematical

rules or procedures, with
1.13 Removing Discontinuities 1.E. Apply appropriate mathematical

1.14 Connecting Infinite Limits 3.D. Apply an appropriate mathematical

and Vertical Asymptotes definition, theorem, or test.

Unit 1: Limits and Continuity
Topic Skill
1.15 Connecting Limits at Infinity 2.D. Identify how mathematical

and Horizontal Asymptotes characteristics or properties
of functions are related in
different representations.
Complete Personal Progress Check FRQ A for Unit 1
1.16 Working with the Intermediate 3.E. Provide reasons or rationales for
Value Theorem (IVT) solutions and conclusions.
Complete Personal Progress Checks MCQ C and FRQ B for Unit 1
Take Unit 1 Test
Unit 2: Differentiation: Definition and Basic Derivative Rules
Topic Skill
2.1 Defining Average and Instantaneous 2.B. Identify mathematical information

Rates of Change at a Point from graphical, symbolic, numerical,
2.2 Defining the Derivative of a Function 1.D. Identify an appropriate mathematical

and Using Derivative Notation rule or procedure based on the
relationship between concepts (e.g.
rate of change and accumulation)
or processes (e.g. differentiation
and its inverse process, anti-
differentiation) to solve problems.
4.C. Use appropriate mathematical
symbols and notation (e.g., Represent
dy
a derivative using f '(x), y', and dx ).
2.3 Estimating Derivatives of 1.E. Apply appropriate mathematical

a Function at a Point rules or procedures, with
2.4 Connecting Differentiability and 3.E. Provide reasons or rationales for

Continuity: Determining When solutions and conclusions.
Derivatives Do and Do Not Exist
2.5 Applying the Power Rule 1.E. Apply appropriate mathematical

Complete Personal Progress Check MCQ A for Unit 2
2.6 Derivative Rules: Constant, Sum, 1.E. Apply appropriate mathematical

Difference, and Constant Multiple rules or procedures, with
2.7 Derivatives of cos x, sin x, ex, and lnx 1.E. Apply appropriate mathematical
2.8 The Product Rule 1.E. Apply appropriate mathematical


Topic Skill
2.9 The Quotient Rule 1.E. Apply appropriate mathematical

2.10 Finding the Derivatives of 1.D. Identify an appropriate mathematical

Tangent, Cotangent, Secant, rule or procedure based on the
and/or Cosecant Functions relationship between concepts (e.g.
Complete Personal Progress Checks MCQ B and FRQ B for Unit 2
Take Unit 2 Test
Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
Topic Skill
3.1 The Chain Rule 1.C. Identify an appropriate mathematical

rule or procedure based on the
(e.g. Use the chain rule to find the
3.2 Implicit Differentiation 1.E. Apply appropriate mathematical

3.3 Differentiating Inverse Functions 3.G. Confirm that solutions are

accurate and appropriate.
3.4 Differentiating Inverse 1.E. Apply appropriate mathematical

Trigonometric Functions rules or procedures, with
Complete Personal Progress Check FRQ B for Unit 3
3.5 Selecting Procedures for 1.C. Identify an appropriate mathematical

Calculating Derivatives rule or procedure based on the
3.6 Calculating Higher Order Derivatives 1.E. Apply appropriate mathematical

Complete Personal Progress Checks MCQ and FRQ A for Unit 3
Take Unit 3 Test

Topic Skill
4.1 Interpreting the Meaning of 1.D. Identify an appropriate mathematical

the Derivative in Context rule or procedure based on the
4.2 Straight-Line Motion: Connecting 1.E. Apply appropriate mathematical

Position, Velocity, and Acceleration rules or procedures, with
4.3 Rates of Change in Applied 2.A. Identify common underlying

Contexts Other Than Motion structures in problems involving
different contextual situations.
4.4 Introduction to Related Rates 1.E. Apply appropriate mathematical

4.5 Solving Related Rates Problems 3.F. Explain the meaning of mathematical
solutions in context.
4.6 Approximating Values of a Function 1.F. Explain how an approximated

Using Local Linearity and Linearization value relates to the actual value.
4.7 Using L’Hospital’s Rule for Determining 3.D. Apply an appropriate mathematical
Limits and Indeterminate Forms definition, theorem, or test.
Complete Personal Progress Checks MCQ and FRQ B for Unit 4
Take Unit 4 Test
Topic Skill
5.1 Using the Mean Value Theorem 3.E. Provide reasons or rationales for
solutions and conclusions.
5.2 Extreme Value Theorem, Global Versus 3.E. Provide reasons or rationales for
Local Extrema, and Critical Points solutions and conclusions.
5.3 Determining Intervals on Which a 2.E. Describe the relationships among

Function is Increasing or Decreasing different representations of
functions and their derivatives.
5.4 Using the First Derivative Test to 3.D. Apply an appropriate mathematical
Determine Relative (Local) Extrema definition, theorem, or test.
5.5 Using the Candidates Test to 1.E. Apply appropriate mathematical

Determine Absolute (Global) Extrema rules or procedures, with
5.6 Determining Concavity of 2.E. Describe the relationships among

Functions Over Their Domains different representations of
functions and their derivatives.

Topic Skill
5.7 Using the Second Derivative 3.D. Apply an appropriate mathematical

Test to Determine Extrema definition, theorem, or test.
5.8 Sketching Graphs of Functions 2.D. Identify how mathematical

and Their Derivatives characteristics or properties
Complete Personal Progress Check MCQ B for Unit 5
5.9 Connecting a Function, Its First 2.D. Identify how mathematical

Derivative, and Its Second Derivative characteristics or properties
5.10 Introduction to Optimization Problems 2.A. Identify common underlying

structures in problems involving
different contextual situations.
5.11 Solving Optimization Problems 3.F. Explain the meaning of mathematical

solutions in context.
5.12 Exploring Behaviors of 1.E. Apply appropriate mathematical

Implicit Relations rules or procedures, with
3.E. Provide reasons or rationales for
solutions and conclusions.
Take Unit 5 Test
Unit 6: Integration and Accumulation of Change
Topic Skill
6.1 Exploring Accumulations of Change 4.B. Use appropriate units of measure.
6.2 Approximating Areas with 1.F. Explain how an approximated

Riemann Sums value relates to the actual value.
6.3 Riemann Sums, Summation Notation, 2.C. Identify a re-expression of

and Definite Integral Notation mathematical information presented
6.4 The Fundamental Theorem of 1.D. Identify an appropriate mathematical

Calculus and Accumulation Functions rule or procedure based on the
6.5 Interpreting the Behavior of 2.D. Identify how mathematical

Accumulation Functions Involving Area characteristics or properties
Complete Personal Progress Checks MCQ A for Unit 6
6.6 Applying Properties of Definite Integrals 3.D. Apply an appropriate mathematical

definition, theorem, or test.

Unit 6: Integration and Accumulation of Change
Topic Skill
6.7 The Fundamental Theorem of 3.D. Apply an appropriate mathematical

Calculus and Definite Integrals definition, theorem, or test.
6.8 Finding Antiderivatives and Indefinite 4.C. Use appropriate mathematical

Integrals: Basic Rules and Notation symbols and notation (e.g., Represent
dy
a derivative using f ’(x), y’, and ).
dx
6.9 Integrating Using Substitution 1.E. Apply appropriate mathematical
6.10 Integrating Functions Using Long 1.E. Apply appropriate mathematical

Divisions and Completing the Square rules or procedures, with
6.11 Integrating Using Integration by Parts 1.E. Apply appropriate mathematical

6.12 Using Linear Partial Fractions 1.E. Apply appropriate mathematical

6.13 Evaluating Improper Integrals 1.E. Apply appropriate mathematical

6.14 Selecting Techniques for 1.C. Identify an appropriate mathematical

Antidifferentiation rule or procedure based on the
Take Unit 6 Test
Unit 7: Differential Equations
Topic Skill
7.1 Modeling Situations with 2.C. Identify a re-expression of

Differential Equations mathematical information presented
7.2 Verifying Solutions for 3.G. Confirm that solutions are

Differential Equations accurate and appropriate.
7.3 Sketching Slope Fields 2.C. Identify a re-expression of

mathematical information presented
7.4 Reasoning Using Slope Fields 4.D. Use appropriate graphing techniques
7.5 Approximating Solutions 1.E. Apply appropriate mathematical

Using Euler’s Method rules or procedures, with

Unit 7: Differential Equations
Topic Skill
7.6 Finding General Solutions Using 1.E. Apply appropriate mathematical

Separation of Variables rules or procedures, with
7.7 Finding Particular Solutions 1.E. Apply appropriate mathematical

Using Initial Conditions and rules or procedures, with
Separation of Variables and without technology.
Complete Personal Progress Check FRQs A and B for Unit 7
7.8 Exponential Models with 3.G. Confirm that solutions are

Differential Equations accurate and appropriate.
7.9 Logistic Models with 3.F. Explain the meaning of mathematical

Differential Equations solutions in context.
Complete Personal Progress Check MCQ B and FRQ B for Unit 7
Take Unit 7 Test
Unit 8: Applications of Integration
Topic Skill
8.1 Finding the Average Value of 1.E. Apply appropriate mathematical

a Function on an Interval rules or procedures, with
8.2 Connecting Position, Velocity, and 1.D. Identify an appropriate mathematical

Acceleration Using Integrals rule or procedure based on the
8.3 Using Accumulation Functions and 3.D. Apply an appropriate mathematical

Definite Integrals in Applied Contexts definition, theorem, or test.
8.4 Finding the Area Between Curves 4.C. Use appropriate mathematical
Expressed as Functions of x symbols and notation (e.g., Represent
dy
a derivative using f ’(x), y’, and ).
dx
8.5 Finding the Area Between Curves 1.E. Apply appropriate mathematical
Expressed as Functions of y rules or procedures, with
8.6 Finding the Area Between Curves That 2.B. Identify mathematical information
Intersect at More Than Two Points from graphical, symbolic, numerical,
8.7 Volumes with Cross-Sections: 3.D. Apply an appropriate mathematical

Squares and Rectangles definition, theorem, or test.
8.8 Volumes with Cross-Sections: 3.D. Apply an appropriate mathematical

Triangles and Semicircles definition, theorem, or test.
8.9 Volume with Disc Method: Revolving 3.D. Apply an appropriate mathematical
Around the x – or y – axis definition, theorem, or test.

Unit 8: Applications of Integration
Topic Skill
8.10 Volume with Disc Method: 2.D. Identify how mathematical

Revolving Around Other Axes characteristics or properties of functions
are related in different representations.
8.11 Volume with Washer Method: 4.E. Apply appropriate rounding procedures.
Revolving Around the x – or y – axis
8.12 Volume with Washer Method: 2.D. Identify how mathematical

Revolving Around Other Axes characteristics or properties of functions
are related in different representations.
8.13 The Arc Length of a Smooth, Planar 3.D. Apply an appropriate mathematical
Curve and Distance Traveled definition, theorem, or test.
Complete Personal Progress Check MCQ B and FRQ B for Unit 8
Take Unit 8 Test
Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Topic Skill
9.1 Defining and Differentiating 2.D. Identify how mathematical

Parametric Equations characteristics or properties
9.2 Second Derivatives of 1.E. Apply appropriate mathematical

Parametric Equations rules or procedures, with
9.3 Finding Arc Lengths of Curves 1.D. Identify an appropriate mathematical

Given by Parametric Equations rule or procedure based on the
9.4 Defining and Differentiating 1.D. Identify an appropriate mathematical

Vector-Valued Functions rule or procedure based on the
9.5 Integrating Vector-Valued Functions 1.E. Apply appropriate mathematical

9.6 Solving Motion Problems Using 1.E. Apply appropriate mathematical

Parametric and Vector-Valued Functions rules or procedures, with
9.7 Defining Polar Coordinates and 2.D. Identify how mathematical

Differentiating in Polar Form characteristics or properties
Complete Personal Progress Checks FRQ A and FRQ B for Unit 9

Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Topic Skill
9.8 Find the Area of a Polar Region or the 3.D. Apply an appropriate mathematical
Area Bounded by a Single Polar Curve definition, theorem, or test.
9.9 Find the Area of the Region 3.D. Apply an appropriate mathematical
Bounded by Two Polar Curves definition, theorem, or test.
Take Unit 9 Test
Unit 10: Infinite Sequences and Series
Topic Skill
10.1 Defining Convergent and 3.D. Apply an appropriate mathematical

Divergent Infinite Series definition, theorem, or test.
10.2 Working with Geometric Series 3.D. Apply an appropriate mathematical

10.3 The nth Term Test for Convergence 3.D. Apply an appropriate mathematical
10.4 Integral Test for Convergence 3.D. Apply an appropriate mathematical

10.5 Harmonic Series and p – Series 3.B. Identify an appropriate mathematical

definition, theorem, or test to apply.
10.6 Comparison Tests for Convergence 3.D. Apply an appropriate mathematical

10.7 Alternating Series Test 3.D. Apply an appropriate mathematical

for Convergence definition, theorem, or test.
10.8 Ratio Test for Convergence 3.D. Apply an appropriate mathematical

10.9 Determining Absolute or 3.D. Apply an appropriate mathematical

Conditional Convergence definition, theorem, or test.
10.10 Alternating Series Error Bound 1.E. Apply appropriate mathematical

10.11 Finding Taylor Polynomial 3.D. Apply an appropriate mathematical

Approximations of Functions definition, theorem, or test.
2.C. Identify a re-expression of
mathematical information presented
10.12 Lagrange Error Bound 1.F. Explain how an approximated

value relates to the actual value.
10.13 Radius and Interval of 2.C. Identify a re-expression of

Convergence of Power Series mathematical information presented

Unit 10: Infinite Sequences and Series
Topic Skill
10.14 Finding Taylor or Maclaurin 2.C. Identify a re-expression of

Series for a Function mathematical information presented
10.15 Representing Functions 3.D. Apply an appropriate mathematical

as Power Series definition, theorem, or test.
Complete Personal Progress Check MCQ C and FRQ B for Unit 10
Take Unit 10 Test
Review for AP Exam (2–3 weeks)

Complete review of the proceeding major topics/concepts.
Students work through problems by using published review books and College Board
released MC, FRQs, and practice exams.
Nightly practice problems from released AP Exams, including both multiple- choice
and free-response questions.
A complete practice exam (most recently released public exam) given over several class
periods. This exam is graded just like the AP Exam using released scoring rubrics.
Teaching Strategies
One of the major outcomes of this course is for students to be able to work with functions
represented in a variety of ways: graphically, numerically, analytically, and verbally. This
is accomplished in a variety of methods, including daily homework presentations by
students, weekly labs, take-home problem sets with written justifications using correct
mathematical nomenclature, and group projects.
All exams are modeled after the AP Exam, including multiple-choice and free-response
questions. All exams have both a calculator and a no calculator active section. Students
are taught to round once during a problem, at the end of the problem and to three decimal
places. Students are taught to develop connections/relationships between the three major
themes of the course: change/limits/analysis of functions. These three themes are woven
throughout the course as described in the CED. Students use their calculators to explore
concepts and solidify their learning experiences. Students are exposed to a multitude of
problems from various textbooks, review books, and other sources.
Activities/Projects
Students work on a number of activities/projects throughout the course to reinforce concepts
and the Rule of Four. The activities below address the Four Mathematical Practices:
Mathematical Practice #1: Implementing Mathematical Processes

This activity is designed for the Chain Rule to help students develop their own
understanding of this concept. I write y= sin (x) on the board and I ask them for the
derivative, which at this point in the course should be easy for them. I then write a 1 after
the answer y'= cos (x) *1.

Many students ask: Why did I write a 1 at the end of the answer? We then talk about CR3
this and then I ask them to take the derivative of y= sin (3x) and see what I get from the The syllabus must include
students. If they can see the pattern, and they usually do, we talk about this as being a description of at least
a very simple composition of functions and then move on to a more difficult situation, one activity in which
namely the derivative of f(g(x). students use two or more
skills under Mathematical
After we have found the general formula for the Chain Rule, I give the students a
Practice 1. The activity or
worksheet with several functions expressed analytically. They must decide which
activities must be labeled
functions require the Chai n Rule, which require the Product Rule, and which require
with the corresponding
neither rule and then manually compute the derivative of each function. (1.C, 1.E) CR3
skill(s).
AND
Mathematical Practice #2: Connecting Representations
One of those activities
This is an easier classroom activity and works best for larger classes. I have eight small
must incorporate the
pieces of paper for each of five functions (for a total of 40 pieces of paper): the graph of the
portion of Skill 1.E in
function and the graph of its first derivative, a tabular representation of the function and
which students apply
of its derivative, an analytical expression of the function and of its derivative, and a verbal
appropriate mathematical
description of the function and of its first derivative. Students try to match the 40 pieces
rules or procedures without
of paper into the correct five sets of eight pieces each. I then have the students divide
technology.
into pairs; each student must explain to their partner the connection between at least two
different representations in each set (such as the connection between the graph of the
function and the verbal description of its derivative). (2.B, 2.C, 2.E) CR4 CR4
a description of at least
Mathematical Practice #3: Justification one activity in which
This activity is designed for students to apply the Mean Value Theorem in real- world students work with multiple
situations. After introducing the MVT and discussing the conditions that need to be met representations. Each of
to apply this theorem (continuous on [a,b] and differentiable on (a,b)), students are asked the four representations
to come up with one real-world situation that satisfies the hypotheses of the MVT and one (analytical, numerical,
that does not satisfy the hypotheses. Students then explain orally to the class what their graphical, and verbal) must
answers represent in context and explain their reasoning for whether the hypotheses are be in at least one of the
met or not. (3.C, 3.E) CR5 provided activities.
AND
Mathematical Practice #4: Communication and Notation There must be evidence
In this activity, the students practice notational fluency and appropriate mathematical of a connection between
language. Each student writes a verbal description of a rate of change (such as “The at least two different
rate of change of the temperature of the pie is proportional to the difference between the representations in at
temperature of the pie and the temperature of the room”) and gives it to their partner, who least one of the provided
must translate the description into a differential equation using proper notation. For that activities aligned with
night’s homework assignment, each student must submit a written explanation of how Skills 2.C, 2.D, or 2.E.
language in the verbal description suggested their differential equation. CR6 For the
The activity or activities
next night’s homework assignment, they are asked to use calculus to solve the differential
must be labeled with the
equation given an initial condition. The work and notation are checked. (4.A, 4.C)
corresponding skill(s).
Additional Activities
1. The students are given two complicated functions expressed analytically that
represent the rate of change of the populations of wolves and coyotes. They must first
use the calculator to draw the graphs, then use the calculator’s equation solver to find
where the graphs intersect, and third use the calculator’s numerical differentiation
feature to estimate the slope of each graph at the intersection point. Lastly, they must
set-up definite integrals to find the net increase or decrease in each population over a
given time period and solve with the calculator’s numerical integration feature. CR7
2. The students are asked to graph various functions and their derivatives on the
calculator in order to explore the relationship between the graph of the function and
the graph of its derivative and discover any useful connections (such as that the graph
of f ' is increasing where the graph of f is concave up). CR7

3. Students are introduced to using power series to estimate rational and trigonometric CR5
functions using calculator-graphing skills. Students are initially given the Taylor The syllabus must include
Series for a specific function. The power series is graphed term by term on the same a description of at least
viewing rectangle as the specified functions. Students visually see the power series one activity in which
approximation becomes a better estimate of the function as more terms are added. students use two or more
4. An assignment has two polar curves. Students are asked to find the intersection skills under Mathematical
dr dy Practice 3. The activity or
points and the area closed by the two curves, or , and interpret the meaning in activities must be labeled
dQ dx
the context of the problem. Students are also asked to use their graphing calculator to with the corresponding
dr dy skill(s).
perform the numerical integration of or .
dQ dx AND
5. Students will work independently and then compare their answers to identify when
One of those skills must
integration by parts is an appropriate strategy for integrating an expression and
be 3.C.
what they will choose for u and dv. They will then use integration by parts to find
the integrals. We will also have a discussion covering what to do when the choices AND
generate integrands such that we again would need to use integration by parts. Their One of those skills must be
homework will be a worksheet requiring them to select and apply the appropriate either 3.E, or 3.F.
integration technique, including substitution and integration by parts. CR3
6. In this calculator-active, small-group activity, students will become familiar with
the graphing of trigonometric and rational functions in a real-world context. Student CR6
will find the area bound by trigonometric curves and volume of curves using cross The syllabus must include
sections to the x-axis. Students will integrate both trigonometric functions and a description at least one
rational functions in order to find zeros for displacement, maximums, minimums, and activity in which students
average values. These values will be presented with explanations to address specific are given the opportunity
questions concerning the cooling of a house, total cost of cooling a house over a to communicate their
particular day, number of people entering a park, dollars collected for admission to a understanding of calculus
park, and predicting when the number of people in the park is a maximum. CR8 concepts, processes,
or procedures using
language. (Skill 4.A)
AND
a description of at least
one activity in which
students demonstrate
notational fluency
by either connecting
different notations for the
same concept or using
notation in applying
procedures. (Skill 4.C)
The activity or activities
must be labeled with the
corresponding skill(s).
CR8
The syllabus must provide
a description of at least one
activity requiring students
to apply their knowledge
of AP Calculus concepts to
solve real-world problems.

Ap Calculus BC Sample Syllabus 1

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SAMPLE SYLLABUS #1

Big Idea #1: Change

Big Idea #2: Limits

Big Idea #3: Analysis of Functions

UNIT 8: Applications of Integration (3–4 weeks)

UNIT 10: Infinite Sequences and Series (4–5 weeks)

AP-Course Audit Teacher Resources © 2020 College Board 2

Practice #1: Implementing Mathematical Processes

Practice #2: Connecting Representations

Practice #3: Justification

Practice #4: Communication and Notation

Technology  solve equations

AP-Course Audit Teacher Resources © 2020 College Board 3

Resources and Supplementary Materials

The Fundamental Theorem on Calculus

College Board Curriculum Modules including:

Volumes of Solids of Revolution

Functions Defined by Integrals

Fundamental Theorem of Calculus

Reasoning from Tabular Data

AP-Course Audit Teacher Resources © 2020 College Board 4

Best, George. Concepts and Calculators in Calculus. Venture Publishing

Best, George. Preparing for the AP Calculus Examination. Venture Publishing

Bock, David. Preparing for the AP Exam. Barron’s Educational Series.

Crawford, Debra. Work Smarter Not Harder. Venture Publishing.

Lederman, David. Multiple-Choice and Free-Response Questions in Preparation for the AP

AP Calculus AB and BC Course and Exam Description (CED)

Teaching AP Calculus, D&S Marketing Systems, Inc., Lin McMullin, 2nd ed.

Bradford, William. Calculus AB Test Bank.

Weeks, Audrey. Calculus in Motion.

Because the mathematical communication component is so important in this class, students

AP-Course Audit Teacher Resources © 2020 College Board 5

Unit 1: Limits and Continuity

1.1 Introducing Calculus: Can 2.B. Identify mathematical information

1.2 Defining Limits and Using 2.B. Identify mathematical information

1.5 Determining Limits Using 1.E. Apply appropriate mathematical

1.6 Determining Limits Using 1.C. Identify an appropriate mathematical

Complete Personal Progress Check MCQ Part A for Unit 1

1.7 Selecting Procedures for 1.C. Identify an appropriate mathematical

1.8 Determining Limits Using 3.C. Confirm whether hypotheses or

1.9 Connecting Multiple 2.C. Identify a re-expression of

1.10 Exploring Types of Discontinuities 3.B. Identify an appropriate mathematical

1.11 Defining Continuity at a Point 3.C. Confirm whether hypotheses or

Complete Personal Progress Check MCQ Part B for Unit 1

1.12 Confirming Continuity over an Interval 1.E. Apply appropriate mathematical

1.13 Removing Discontinuities 1.E. Apply appropriate mathematical

1.14 Connecting Infinite Limits 3.D. Apply an appropriate mathematical

AP-Course Audit Teacher Resources © 2020 College Board 6

Unit 1: Limits and Continuity

1.15 Connecting Limits at Infinity 2.D. Identify how mathematical

Complete Personal Progress Check FRQ A for Unit 1

Complete Personal Progress Checks MCQ C and FRQ B for Unit 1

Take Unit 1 Test

Unit 2: Differentiation: Definition and Basic Derivative Rules

2.1 Defining Average and Instantaneous 2.B. Identify mathematical information

2.2 Defining the Derivative of a Function 1.D. Identify an appropriate mathematical

2.3 Estimating Derivatives of 1.E. Apply appropriate mathematical

2.4 Connecting Differentiability and 3.E. Provide reasons or rationales for

2.5 Applying the Power Rule 1.E. Apply appropriate mathematical

Technology solve equations