CalculusBC Syllabus 2012-2013
Philosophy and Goal of Instruction
My goal of CalculusBC is to provide each student an opportunity for mastery through active involvement in individual and group activities in projects, usage of graphing calculator, assignments, and evaluations. The class is structured such that “Thinking outside the box” is the norm not the exception. The student will receive oral, written, visual, and graphing calculatorinstruction in the classroom and home environment. The text provides problems in each section where the graphing calculator is a visual enhancement to the theory and application of the content. The student is expected to be an active and involved learner in independent and group settings. Concepts and problems will be developed graphically, algebraically, analytically, and verbally. Students will have the experience of free response and multiple choice questions of past college board tests, teacher selected material listed in the assignments, and individual and group assessments. The syllabus will list the topics covered in the Calculus BC course as well as enhanced learning opportunities. It is my goal that the student successfully completes the requirements of the College Board, and experiences a college course in single variable Calculus. All of the objectives stated and topics outlined in the AP College Board Calculus BC Syllabus will be adhered to and followed.
Structure of the Calculus BC Syllabus
In the pages that follow, I structured the BC Syllabus to follow the College Board syllabus by superimposing its contents into the structure of the text Calculus, 8th edition, by Ron Larson, Bruce Edwards, and Robert P.Hostetler. This was done so that the syllabus submitted to the College Board would show how the content is actively employed in the classroom. The syllabus is divided into topics, teaching methods, assignments, and tentative pace listed in day format. Assignments, supplements, projects, and the graphing calculator provide reinforcement and instruction to each topic. Each student can receive complete on-line solutions from the text and the teacher. The assignments are carefully altered for consideration to meet the needs of the students without hindrance to the curriculum of the board and to fit a seven period school day. The students will be given a syllabus at the start of the school year. Calendars of topic pace will be given to the students each 6 weeks so that alterations can occur within the school year to meet the needs of the students without sacrifice to the requirements of the College Board curriculum.
Submitted,
Josie Mestayer Mallery
Student Signature: ______
Parent/Guardian Signature: ______
CalculusBC Syllabus
I. “Limits and Their Properties”. Chapter 1. 10 days.
A. Topics: Learning Objectives and Vocabulary.
1.Epsilon-Delta Definition of Limit
2.Limit Definitions: 9 main cases, including one sided limit definitions and infinite limits.
3.Linear and Quadratic Epsilon Delta Proofs
4.Evaluation of Limits: Substitution, Factoring, Rationalizing, L’Hopital’s Rule, limits involving infinity, and limits that do not exist.
5.Properties of Limits
6.The Squeeze Theorem
7.Special Limits
;
;
8.Definition of Continuity
9.Removable and Non-removable Discontinuities
10.The Existence of a Limit
11.Continuity on a Closed Interval
12.Properties of Continuity
13.Intermediate Value Theorem
14.Vertical Asymptotes; Horizontal Asymptotes
B.Teaching Methods and Evaluations.
1.Each topic presented through combinations of lecture, student and group interaction, graphing calculator usage, projects, supplements, Power Point presentations, and assignments. Student learning is directed by bridging the gap between concrete, representative, and abstract stages
of conceptual development.
2.Definitions of limits presented theoretically, analytically, and illustrated graphically by hand and with a graphing calculator.
3.Special Limits explored with the graphing calculator and algebraically.
4.Evaluation of limits calculated algebraically and illustrated graphically.
5.Continuity explored graphically and with limits.
6.Problems developed visually illustrating vertical and horizontal asymptotes.
7.Supplements of Chapter 1:
a.Linear Epsilon Delta Proofs.
b.Limit Evaluations – algebraically, graphically, and from tables.
Includes limits involving infinity, and one-sided limits.
c.Proofs of Special Limits.
d.Continuity –Extension with algebraic, graphical opportunities.
- Evaluations:
a.Tests of Subjective nature.
b.Multiple Choice and Free Response questions of the College Board and Fast Track to a 5 listed in XI of the syllabus.
C.Assignments.
Text: Larson, Ron., Edwards, Bruce and Robert P.Hostetler. Calculus. Boston: Houghton Mifflin, 2006.
1.1.1: A Preview of Calculus. Student directed if needed.
2.1.2: Finding Limits Graphically and Numerically. 1-25o, 29, 33-40.
GT Supplement: Limit epsilon – delta proofs in Limit Project.
3.1.3:Evaluating Limits Analytically. 17, 23-85o.Supplements-Evaluation of Limits; Special Limits.
4.1.4: Continuity and one sided limits. 1-89o. Supplements-Continuity.
5.1.5: Infinite Limits.3,5,11,17,23,25,29,33-51o, 53-57,63. Supplements-Evaluation of limits.
8/271.2
Definition of Limits / 8/28
1.2
Definition of Limits / 8/29
1.3 / 8/30
1.3 / 8/31
Limit Def. Due Major
1.5; Supplements
9/3 Holiday / 9/4
1.5 / 9/5
1.4 / 9/6
1.4 / 9/7
Supplements
9/10
Review
2.1 / 9/11
Major Test / 9/12
2.1 / 9/13
2.1, 2.2 / 9/14
2.2, 2.3
9/17
2.3 / 9/18
2.4 / 9/19
2.4 / 9/20
2.5
Supplements / 9/21
2.5
Supplements
9/24
2.6 / 9/25
Major Test / 9/26
2.6 / 9/27
2.6 / 9/28
Supplements
10/1
Supplements / 10/2
Major Test / 10/3
3.1, 3.3 / 10/4
3.1, 3.3 / 10/5
3.1, 3.3, 3.4
Parents and Students: Limit Unit Grading.
Major grades: (70%) Tests; Free Response; AP Exams; Supplements.
Daily grades: (20%). Fast Track; Class Presentations; Supplements; in Class Activities; Free Response; Group Activities; AP Exams; and Cooperation.
Homework grades: (10%). Assignments. (view Calendar)
Parents and students are to be aware that the student receives use of a solution key to the homework exercises and receives solutions to all supplements in class.
Gradespeed is updated within 48 hours of an assignment and or test.
Teacher Website updated per week. Calendar of pace on the website/Calendar.
Teacher Contact: Use email, NOT Voice Mail please.
Student Signature: ______
Parent Signature:______By parent signature, the parent is responsible for checking the student’s progress during the six weeks.
“We are what we repeatedly do. Excellence, then, is not an act, but a habit…” Aristotle.