MCV4U - Calculus and Vectors

Prerequisites: MHF4U (Advanced Functions)

Dates: July 6th - July 28th
Times: 8:30am-3:35pm
Location: Adult High School, 300 Rochester St, Ottawa ROOM 409
Curriculum Policy Document: The Ontario
Curriculum, Grades 11
and 12: Mathematics (2007)
E-mail: karlispeevak@ocdsb.ca

Course Description

Pre/Co-Requisite: MHF4U, Advanced Functions

This course builds on students previous experience with functions and their developing
understanding of rates of change. Students will solve problems involving geometric and algebraic
representations of vectors and representations of lines and planes in three-dimensional space; broaden
their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential,
rational, and radical functions; and apply these concepts and skills to the modelling of real-world
relationships. Students will also refine their use of the mathematical processes necessary for success in
senior mathematics. This course is intended for students who choose to pursue careers in fields such as
science, engineering, economics, and some areas of business, including those students who will be
required to take a university-level calculus, linear algebra, or physics course.

Assessment and Evaluation

Strands

Value

Evaluations

(A) Rate of Change

33.3%

Term July 6th to 26th

70%

(B) Derivatives & Applications

33.3%

Summative July 26th

10%

(C) Geometry & Algebra of Vectors

33.3%

Exam July 27th

20%

100%

Final Grade

100%

The report card grade represents a students achievement of the overall curriculum
expectations, as demonstrated to that point in time. Determining a report card grade will involve
the teachers professional judgement and interpretation of all available evidence (student
products, observations, as well as conversations) and should reflect the students most
consistent level of achievement, with special consideration given to more recent evidence.
All assessments in the course will be evaluated using levels as outlined below:
Level 4
Sophisticated and thorough achievement of expectations (80 100%)
Level 3
Achieved the expectations - meets provincial standard (70 79%)
Level 2
Approaching the expectations (60 69%)
Level 1
Limited understanding of concepts (50 59%)
R
Additional learning required before expectation is met (below 50%)
Evidence Records outlining individual levels of achievement will be shared with students and
reviewed regularly with students via student-teacher conferencing.

Everyday, there will be either an assessment or an evaluation.

Evaluation dates: July 8th, 13th, 14th, 18th, 20th, 25th, 26th (Summative Task), 27th (Examination).

Course Expectations
(A) Rate of Change

A1 : Demonstrate an understanding of rate of change by making connections

between average rate of change over an interval and instantaneous rate of change at a
point, using the slopes of secants and tangents and the concept of the limit;

A2 : Graph the derivatives of polynomial, sinusoidal, and exponential functions,

and make connections between the numeric, graphical, and algebraic representations of a
function and its derivative;

A3 : Verify graphically and algebraically the rules for determining derivatives;

apply these rules to determine the derivatives of polynomial, sinusoidal, exponential,
rational, and radical functions, and simple combinations of functions; and solve related
problems.

(B) Derivatives and Their Applications

B1 : Make connections, graphically and algebraically, between the key features

of a function and its first and second derivatives, and use the connections in curve
sketching;

B2 : Solve problems, including optimization problems, that require the use of the
concepts and procedures associated with the derivative, including problems arising from
real-world applications and involving the development of mathematical models.

(C) Geometry and Algebra of Vectors

C1 : Demonstrate an understanding of vectors in two-space and three-space by

representing them algebraically and geometrically and by recognizing their applications;

C2 : Perform operations on vectors in two-space and three-space, and use the

properties of these operations to solve problems, including those arising from real-world
applications;

C3 : Distinguish between the geometric representations of a single linear

equation or a system of two linear equations in two-space and three-space, and determine
different geometric configurations of lines and planes in three-space;

C4 : Represent lines and planes using scalar, vector, and parametric equations,
and solve problems involving distances and intersections.

Mathematical Processes
The mathematical processes are a set of interconnected thinking skills that support lifelong
learning in mathematics. Students develop and apply these skills in all math courses as they
work to achieve the expectations outlined within each course. These skills are developed
through problem-solving experiences that incorporate a variety of approaches, including
investigation. The mathematical processes are:

Problem Solving
Reasoning and Proving
Reflecting
Selecting Tools and Computational
Strategies

Connecting
Representing
Communicating


Learning Skills

Learning skills are student habits and behaviours that enable them to learn effectively and
achieve their potential. They are critical to success in all subject areas. Initiative,
independent work, organization, self-regulation, collaboration and responsibility will be
assessed throughout the course, and communicated on the report card.

Classroom Expectations

Textbook
Nelson Calculus and Vectors - replacement value: loss of $80 textbook deposit.

Expectations
1.
All students are expected to come to class on time, prepared with the appropriate
materials: a binder, lined paper, pencils, an eraser, scientific calculator, ruler, different
coloured pens/pencils, and (most importantly) a positive attitude towards themselves,
others, and learning!

2.
Work assigned represents the amount of practice, on average, a student will
need to complete in order to demonstrate understanding of course expectations within the
time provided on evaluations. Some students may need to complete more, or less than the
work assigned. It is the responsibility of the student to be aware of the amount of practice
appropriate for them, in order to achieve their goal grade.

3.
Students are expected to make contact with the teacher, either in- or out- of
class, if they are experiencing difficulty and require extra help or will be missing any class,
especially if the absence will result in missing an evaluation.