AP Calculus AB

Course Syllabus

Prerequisites: Each student in AP Calculus AB must have 3 years of high

school mathematics courses and successfully completed a precalculus class
either at this school or another institution. Students must apply to the AP
instructor for admission into AP Calculus AB, and their placement will be
determined based on: prior teacher’s recommendation, work ethic, future
college plans, and demonstration of motivation.

Course Overview: The course begins with a two week comprehensive review
of the introduction to calculus topics the students covered in the final segment
of their precalculus course. The students have been given summer work
packets that cover this material. The packets will be reviewed (not for a
grade), and individual questions will be addressed. We will discuss the topics
of limits, the derivative, the integral, and the limit definition of a derivative.
This is an important time for the students to grasp the derivative
conceptually. The topic will be explored according to the rule of 4: verbally,
graphically, algebraically, and numerically. Once these topics are reviewed
and the students are exposed to a sufficient review, the thorough exploration
of AP Calculus AB topics can begin.

Throughout the course, students are encouraged to work together in groups.

This is done to ensure a consistent level of understanding for all the students
as well as to develop mathematic communication skills. The students should
be able to express their thoughts and ideas through verbal and written
statements.

Graphing calculators are required in the course. It is recommended that the

students have a TI-84 calculator, but some use the TI-89. Many in-class
demonstrations and activities will utilize the graphing calculator. Students
will be competent with several calculator functions including: plotting a graph
of a function, finding zeroes or intersections of functions, numerically
calculating a derivative, and numerically calculating a definite integral. Each
test and quiz is designed with a calculator and a non-calculator portion. To
avoid ‘calculator dependency', the student must complete each accordingly.

Course Timeline:

Review of Prerequisites, 1 week

 Real Numbers and the Real Line
 The Cartesian Plane
 Graphs of Equations
 Lines in the Plane
 Functions
 Trigonometric Function Review
Review of Limits and Their Properties, 1 weeks
 An Introduction to Limits
 Properties of Limits
 Techniques for Evaluating Limits
 Continuity and One-Sided Limits
 Infinite Limits
Introduction to Differentiation, 4 weeks
 The Derivative and the Tangent Line Problem
 Basic Differentiation Rules and Rates of Change
 The Product/Quotient Rules, Higher-Order Derivatives
 The Chain Rule
 Implicit Differentiation
 Related Rates
Differentiation and its application, 5 weeks
 Extrema on an Interval
 Rolle's Theorem and the Mean Value Theorem
 Increasing and Decreasing Functions and the First Derivative Test
 Concavity and the Second Derivative Test
 Limits at Infinity
  A Summary of Curve Sketching
 Optimization Problems
 Newton's Method
 Differentials
Integration, 5 weeks
 Antiderivatives and Indefinite Integration
 Area
 Riemann Sums and Definite Integrals
 The Fundamental Theorem of Calculus
 Integration by Substitution
 Numerical Integration
Logarithmic, Exponential, and Other Transcendental Functions, 6 weeks
 The Natural Logarithmic Function and Differentiation
 The Natural Logarithmic Function and Integration
 Inverse Functions
 Exponential Functions: Differentiation and Integration
 Bases Other than e and Applications
 Differential Equations: Growth and Decay
 Inverse Trigonometric Functions and Differentiation
 Inverse Trigonometric Functions: Integration and Completing the
Square
 Hyperbolic Functions
Integration Applications, 3 weeks
 Area of a Region Between Two Curves
 Volume: The Disc Method
 Volume: The Shell Method
 Arc Length and Surfaces of Revolution
 Work
 Fluid Pressure and Fluid Force
 Moments, Centers of Mass, and Centroids
Integration Techniques, 3 weeks
 Basic Integration Rules
 Integration by Parts
  Trigonometric Integrals
 Trigonometric Substitution
 Partial Fractions
 Tables and Other Techniques
 L'Hôpital's Rule
 Improper Integrals

Remaining time in the course is used as preparation for the AP Calculus AB

examination. Students will be given specific chapters to present to the class as
review. Students will be given the responsibility to assign homework, and also
to find appropriate previous AP test questions that correspond to their
chapter.

Student Activities:

Calculator

Students will engage in primary-text based calculator exercises. Each student

will be assigned to teach the class a specific calculator-based task. The student
will present on a projected TI-84 screen on the board.

Ball Toss

This is a calculator based experiment where the students split into small
groups. Each group tosses a ball in the air and measures the height versus
time. The points are plotted into the calculator. Students then calculate the
ball’s average velocity over a period of time. Students then are asked to find
the instantaneous velocity of the ball at a given time. They come up with an
answer and compare it to the plot. We then discuss the idea of instantaneous
velocity and the derivative.

Driving experiment

After students have explored the concept of a definite integral, they are asked
to go on a drive with their parent or relative. They are to record the odometer
reading at the beginning and end of the drive (ideally 15-20 mins). During the
drive, they record the car’s speed at 30 second intervals. When this data is
brought to class, it is plotted, and students use their concept of the definite
integral to determine distance travelled. They compare this number with the
difference in odometer readings, and discuss any discrepancies.

Slope Field

To demonstrate the concept of a slope field, a Cartesian plane is projected

onto the board. The class is given a differential equation, and each student is
given a coordinate location to calculate the slope for the differential equation.
It is important that the students draw slope lines relative to one another, and
at the end of the activity, an accurate slope field will be drawn on the board by
the entire class. Students will write their observations at the end of the
activity individually, and then share with the class.

Conic Volume

Prior to this activity, students construct various cones using a circular sheet of
paper and cutting out a specific angle (leaving a determined sector of a circle).
Cones of differing angles are labeled and filled with M&M’s candy. The exact
amount of M&M’s needed to fill the cone is recorded and taken as their
volume (in M&M’s). The class then identifies the ideal central angle of a cone
to maximize volume. This is done by plotting our results and maximizing the
function. This is compared to an analytical solution to the problem.

Calculus Cake

The Calculus class is given access to a Bundt pan for baking cake. The class
measures the dimensions of the pan, and then attempts to define the volume
of the pan by using the principle of rotating solids about the x- and y-axes. The
actual volume of the cake pan is determined, and then a cake is made.
Resources:

Primary Textbook:

Larson, Ron/Edwards, Bruce H., Calculus, 9th Edition

San Francisco, CA: Brooks Cole, 2010

Supplementary Texts:

Woods, Frederick and Bailey, Frederick , Elementary Calculus

Atlanta GA: Ginn and Company, 1928

Thompson, Silvanus, Calculus Made Easy

New York: MacMillan Company, 2nd Ed., 1914

Other Resources:

AP Central (apcentral.collegeboard.com)

Calculus in Motion (www.calculusinmotion.com)

Winplot (math.exeter.edu/rparris/winplot.html)

Visual Calculus Website (archives.math.utk.edu/visual.calculus)

NC State Calculus Student Support Site

(www.ncsu.edu/math/calculus/videos.html)