National Repository of Online Courses

Advanced Placement Calculus BC

Semester 2
Table of Contents
NROC Course Library End User Requirements...........................................22 Windows Users.....................................................................................................22 Macintosh Users...................................................................................................22
Copyright 2004 The Regents Of The Uni ersity Of California

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ntroduction

!escri"tion o# Course
Welco#e to the $ROC %d anced !lace#ent &%!' Calc(l(s )C co(rse. This c(rric(l(# co ers all of the #aterial o(tlined by the College )oard as necessary to prepare yo( to pass the %! Calc(l(s )C e*a#. This co(rse is di ided into two se#esters and is designed to ac+(aint yo( with calc(l(s principles s(ch as deri ati es, integrals, li#its, appro*i#ation, applications and #odeling, and se+(ences and series. -(ring this co(rse yo( will gain e*perience in the (se of calc(l(s #ethods and learn how calc(l(s #ethods #ay be applied to practical applications.

Overvie$ o# Course Or%ani&ation

Thro(gho(t the .t(dent/s 0(ide yo( will see references to the organi1ation of the %! Calc(l(s )C co(rse, which is a hierarchy of Units and 2essons3 % Unit is a collection of 2essons and is ro(ghly e+(i alent to a te*tboo4 chapter or a large portion of a chapter. 5ach Lesson foc(ses on a single concept. There are ario(s readings, #(lti#edia presentations, assign#ents, and assess#ents that relate to each lesson.

!escri"tion o# Course Elements

This .t(dent/s 0(ide is organi1ed according to (nits, and each (nit incl(des the following ele#ents3 Lesson Ob'ectives 6 The ob7ecti es specify what infor#ation the st(dents will learn as they co#plete each lesson. Readin%s 6 % list of the re+(ired readings for the chapter fro# the reco##ended te*tboo4, Calculus. (ultimedia Lessons 65ach lesson contains a #(lti#edia presentation that st(dents are re+(ired to co#plete. These presentations pro ide the 8lect(re8 portion of this online co(rse. %dditionally, the first lesson in each (nit incl(des an introd(ction ideo for that (nit. Lesson Assi%nments 6 There are ario(s assign#ents that #ay appear in each lesson, incl(ding3 o )ree Res"onse *uestions &9R:s' 6 These +(estions #irror the style of +(estions st(dents will enco(nter on the %! College )oard e*a#.

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o !iscussion *uestions 6 There is a disc(ssion +(estion and detailed disc(ssion points for each chapter. These are designed to help yo( dri e class disc(ssion abo(t the c(rrent Chapter as well as introd(ce concepts in the (pco#ing chapter. o Practice (aterials 6 These e*ercises gi e st(dents additional opport(nities to practice the concepts they learn in a lesson. o Problems 6 .o#e lessons incl(de e*tra proble#s, which can be (sef(l st(dying tools for st(dents. o Simulations 6 The si#(lations allow practical application of the #aterial st(dents ha e learned. o Assessments 6 This section incl(des a +(i1 and open response assess#ent +(estions.

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Prerequisites

&9illed in by instr(ctor<school'

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+radin% Policy

&9illed in by instr(ctor<school'

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Course Ob'ectives

>n this co(rse, yo( will ha e an opport(nity to3 2earn to wor4 with f(nctions represented in a ariety of ways3 graphical, n(#erical, analytical, or erbal. 0ain an (nderstanding of the connections a#ong these representations. 0ain an (nderstanding of the #eaning of the deri ati e in ter#s of a rate of change and local linear appro*i#ation and be able to (se deri ati es to sol e a ariety or proble#s. 0ain an (nderstanding of the #eaning of the definite integral both as a li#it of Rie#ann s(#s and as the net acc(#(lation of change and sho(ld be able to (se integrals to sol e a ariety of proble#s. 0ain an (nderstanding of the relationship between the deri ati e and the definite integral as e*pressed in both parts of the f(nda#ental theore# of calc(l(s.

Course ,e-ts and Readin%s

Primary ,e-t
The reco##ended te*t for this co(rse is3 Calculus, =th edition, by .tewart, Tho#son<)roo4s<Cole, 2004 ?owe er, if yo( choose not to (se this te*t, there are alternate pri#ary te*tboo4s #apped for the co(rse. The te*tboo4 correlation g(ide is a ailable as a separate file on the Co(rse -istrib(tion -@-, inside the Student folder.

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Course Outline . Semester 2

Unit /0 Antiderivatives and !e#inite nte%rals

2esson 403 -ifferential 5+(ations and .lope 9ields Lesson Ob'ectives .ol e si#ple differential e+(ations and initial al(e proble#s. 0enerate a slope field for a differential e+(ation. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages A2B C A;A (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 4"3 %ntideri ati es Lesson Ob'ectives -efine the antideri ati e and the indefinite integral. 5*plore basic antideri ati e r(les. >n estigate r(les for trigono#etric antideri ati es. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;00 C ;0D (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 423 The Chain R(le for %ntideri ati es Lesson Ob'ectives Use si#ple s(bstit(tions to find antideri ati es. 9ind antideri ati es of trigono#etric integrals. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;A0 C ;AD (ultimedia ?o#ewor4 Assessments

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:(i1 Open Response

2esson 4;3 %ntideri ati es of 5*ponentials Lesson Ob'ectives 9ind antideri ati es for e*ponential f(nctions. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages 42" C 4;; (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 443 %ntideri ati es of 2ogarith#s Lesson Ob'ectives 9ind antideri ati es for logarith#ic f(nctions. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages 44" C 4=0 (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 4=3 %ntideri ati es of >n erse Trigono#etric 9(nctions Lesson Ob'ectives Use in erse trigono#etric f(nctions to e al(ate integrals. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages 4DD C 4B= (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 4A3 >ntegration by !arts Lesson Ob'ectives -efine the integration by parts for#(la.

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Use integration by parts to e al(ate integrals. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ="" 6 ="D (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response

2esson 4D3 >ntegration by !artial 9ractions Lesson Ob'ectives Re iew partial fraction deco#position of rational f(nctions. Use partial fractions to integrate rational f(nctions. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages =;2 6 =40 (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson 4B3 Trigono#etric .(bstit(tions Lesson Ob'ectives Use right triangle trigono#etry to create s(bstit(tions for integrals. Recogni1e and integrate f(nctions (sing trigono#etric s(bstit(tions. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages =2= C =;" (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson 4E3 The -efinite >ntegral Lesson Ob'ectives

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-efine a Rie#ann s(#. -efine a definite integral. 9ind the area between two c(r es on the coordinate plane. 5*plore techni+(es for appro*i#ating definite integrals. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;2A C ;;E (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion !ractice Assessments :(i1 Open Response

2esson =03 9(nda#ental Theore# of Calc(l(s Lesson Ob'ectives >n estigate properties of the definite integral. -efine the 9(nda#ental Theore# of Calc(l(s. 5*plore integral defined f(nctions. 9ind the a erage al(e of a f(nction on an inter al. -efine the Mean @al(e Theore# for >ntegration. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;40 C ;4E (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson ="3 >#proper >ntegrals Lesson Ob'ectives 5*plore definite integrals with infinite li#its. 5*plore definite integrals with discontin(o(s f(nctions. -efine con ergence of an integral. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages =AA 6 =D= (ultimedia ?o#ewor4

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 Assi%nments -isc(ssion :(estion 9ree Response :(estion Assessments :(i1 Open Response

Midter#3 Open Response 5*a#

2essons "C="

Unit 10 A""lications o# nte%rals

2esson =23 $et Change in -isplace#ent Lesson Ob'ectives -efine the net change theore#. Co#pare and contrast the relationship between an ob7ect/s displace#ent and total distance tra eled. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;=0 C ;=E (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion !ractice Assessments :(i1 Open Response 2esson =;3 @ol(#e Lesson Ob'ectives 9ind the ol(#e of a solid created by rotating a region of the plane aro(nd an a*is. Use the disc < washer #ethod for finding ol(#es by rotations. Use the cylindrical shells #ethod for finding ol(#es by rotations. -efine solids created with co##on cross sections. 9ind ol(#es of solids by cross sections. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;B2 C ;ED (ultimedia !age "" of 22

 ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson =43 .eparable -ifferential 5+(ations Lesson Ob'ectives .ol e differential e+(ations by the #ethod of separation of ariables. .ol e proble#s in ol ing e*ponential f(nctions. %pply differential e+(ations to bo(nded growth and decay proble#s. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages A;D C A4A (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson ==3 $(#erical .ol(tions to -ifferential 5+(ations Lesson Ob'ectives Use slope fields to find appro*i#ations to differential e+(ations. -efine and (se 5(ler/s #ethod for appro*i#ating differential e+(ations. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages A2B 6 A;A (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson =A3 2ogistic 0rowth Lesson Ob'ectives Model logistic growth with a differential e+(ation. %pply logistic #odels to realCworld proble#s. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages A=E 6 AAD (ultimedia

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 ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 2esson =D3 Wor4 Lesson Ob'ectives -efine wor4 done on an ob7ect. .et (p and sol e proble#s in ol ing wor4 with integrals. 5*plore wor4 done on a fl(id. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages ;EB C 40" (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson =B3 %rc 2ength and .(rface of Re ol(tion Lesson Ob'ectives Use integrals to find the length of an arc on a graph. Use integrals to find the s(rface area of solids of re ol(tion. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages =B; 6 =EA (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson =E3 >ntegration of @ectorC@al(ed 9(nctions Lesson Ob'ectives 9ind antideri ati es of ectorC al(ed f(nctions. %pply ectorC al(ed f(nction to position < elocity proble#s. %pply ectorC al(ed f(nctions to pro7ectile #otion proble#s.

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 Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages BE2 6 BED (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson A03 !ara#etric >ntegrals Lesson Ob'ectives 9ind the area of a region bo(nded by a para#etric c(r e. 9ind the arc length along a para#etric c(r e. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages AEA 6 D04 (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson A"3 !olar >ntegrals Lesson Ob'ectives 9ind the area bo(nded by a polar c(r e. 9ind the arc length along a polar c(r e. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages D"= 6 D"E (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson A23 Other %pplications of -efinite >ntegrals Lesson Ob'ectives Use integrals to identify the center of #ass of an ob7ect. Use integrals to deter#ine probabilities of e ents. Readin%s

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Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages =ED C A"D (ultimedia ?o#ewor4 Assi%nments 9ree Response :(estion Assessments :(i1

Unit 20 n#inite Sequences and Series

2esson A;3 .e+(ences Lesson Ob'ectives -efine a se+(ence and proper notation. 5 al(ate the li#it of a se+(ence. 9ind the nth ter# of a se+(ence. -efine #onotonic and bo(nded se+(ences. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages D;D 6 D4B (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson A43 .eries Lesson Ob'ectives -efine a series and proper notation. -efine and apply geo#etric series. -efine con ergent and di ergent series. %pply tests for di ergence. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages D4E 6 D=B (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson A=3 5sti#ating .(#s !age "= of 22

 Lesson Ob'ectives -efine and apply the integral test for con ergence of a series. -efine and apply the co#parison test for con ergence of a series. -efine and apply the li#it co#parison test for con ergence of a series. 5sti#ate the s(# of finite and infinite series. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages D=E 6 DA= (ultimedia ?o#ewor4 Assessments :(i1 Open Response 2esson AA3 Other Tests for Con ergence Lesson Ob'ectives -efine and apply the ratio test for con ergence of a series. -efine absol(te con ergence of a series and (se applicable tests. -efine an alternating series. 5sti#ate the s(# of an alternating series. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages DAA 6 DB4 (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion Assessments :(i1 Open Response 2esson AD3 !ower .eries Lesson Ob'ectives -efine a power series representation of a f(nction. 9ind the radi(s and inter al of con ergence for a power series. -ifferentiate and integrate power series. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages DB= 6 DE= (ultimedia ?o#ewor4 Assi%nments

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 -isc(ssion :(estion Assessments :(i1 Open Response 2esson AB3 Taylor and Macla(rin .eries Lesson Ob'ectives -efine Taylor and Macla(rin series. Use Taylor series to sol e application proble#s. Readin%s Re+(ired Readings - Calculus &Tho#son<)roo4s<Cole', pages DEA 6 B0D (ultimedia ?o#ewor4 Assi%nments -isc(ssion :(estion 9ree Response :(estion Assessments :(i1 Open Response

9inal3 Open Response 5*a#

2essons "CAB

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,a3in% an Online Course

Fo( can ma-imi&e your success as an online st(dent by ta4ing ti#e to orient yo(rself to the differences and si#ilarities of traditional classroo# and online learning. Learning in any environment is ultimately self-learning, in that all learning is a process that re+(ires self-direction, -motivation and -management. This is tr(e for any s(b7ect, whether it is yo(r fa orite or yo(r biggest challenge. With a little preparation, it is possible to t(rn e en yo(r #ost challenging s(b7ects into engaging and s(ccessf(l learning e*periences. Active Learnin%. There is no getting aro(nd the fact that ta4ing an online co(rse is an acti e learning e*perience. Fo( learn to wor4 to learn online. The good news is that learning online will de elop the career and life #anage#ent s4ills that yo( will need in this 2"st cent(ry. To help yo( e*cel in the online world, here are a few tips fro# a decade or #ore of research on s(ccess factors for online learners. Learnin% Styles. This is a great ti#e to learn #ore abo(t yo(r preferred learning styles. .elfCawareness and reflection on how yo( learn is essential for learning to adapt and s(cceed with the #any teaching styles yo( will face in school, wor4 and life. Many st(dents settle for thin4ing they are only good at certain s(b7ects and not others, when it is often the case that it is the partic(lar presentation #ode, rather than s(b7ect, that is the challenge. The online en iron#ent offers a wider range of learning styles, so if yo( Gwatch yo(rself learn,H and notice what is yo(r preferred style, what yo( find #ost nat(ral, and the #ost challenging, yo( can create a path thro(gh the co(rse that will be #ost s(ccessf(l for yo(. There are abo(t a do1en categories of learning styles, li4e acti e, reflecti e, sensing, int(iti e, is(al, erbal, 4inetic, etc., b(t in tr(th e eryone has a (ni+(e #i* a few types. Fo( #ay ha e been in an en iron#ent in the past that only trained yo( to (se a few. There are no better or worse styles, so learning what yo(r (ni+(e style is will be a great help to s(cceeding in any s(b7ect or en iron#ent. Search the web for links to learning style descriptions and assessments to better (nderstand yo(r own. >t is ne er too late to adapt, and find what wor4s best for what yo( want to acco#plish in school, life and wor4. (see: www.vark-learn.com) Learnin% S3ills. Fo(r s(ccess in learning will be based on the s4ills yo( de elop as a st(dent. We 4now #ore all the ti#e abo(t what it ta4es for any st(dent to do well in the online en iron#ent, so here are a few of the tips that will ta4e yo( on yo(r own path to s(ccess. ,ec4nolo%y com#ort. >t #ay go witho(t saying, b(t getting co#fortable with the online technology and software is an i#portant first step in yo(r online !age "B of 22

learning e*perience. Fo( do not want to be distracted, fr(strated or inhibited in yo(r learning ad ent(re by the technology. >t is 7(st a tool yo( are (sing. The co#p(ter, software and >nternet are si#ply a new en iron#ent to beco#e co#fortable in, so yo( can foc(s on the content yo( are learning. >f yo( are not co#pletely co#fortable, see4 o(t so#e #entoring fro# yo(r school/s co#p(ter center or st(dy center or as4 a friend for so#e tips. %n ho(r of coaching can #a4e a h(ge difference in how yo( en7oy the co(rse. Collaborative learnin%. This is one of the great secrets of effecti e learningI Wor4ing thro(gh assign#ents with others is one of the best ways to deeply learn and to stay motivated and engaged. >t t(rns o(t that when yo( ha e to e*plain ideas to others, re iew yo(r peers/ wor4, and disc(ss topics in a gro(p, yo( engage in acti e learning. %cti e learning is 4nown to be #ore effecti e than passi ely reading or listening to a lect(re alone. Online co(rses #ost often re+(ire online disc(ssions and gro(p assign#ents. Ta4e ad antage of the#. >f there is not eno(gh collaborati e learning designed into the co(rse, find a study buddy or study team yo( can wor4 with online. The s(pport of peers is one of chief factors that deter#ine st(dents/ s(ccess in online co(rses. Fo( are not alone with yo(r co#p(ter. Connect and collaborate.

Polis4in% 25st Century Career S3ills

The online learning en iron#ent is a great preparation for postC#odern careers &that is, the 7obs a ailable in this current cent(ry'. Jobs of all types now call (pon s4ills fro# a wellCro(nded ed(cation, fro# history and science, #ath and politics, #edia and lang(ages. To s(cceed online, yo( will learn to navigate in the complex world of diverse and unlimited information . )r(shing (p on how to effectively collect, manage, organize and analyze information and communicate your ideas in writing will be essential in yo(r f(t(re career. 0i en the co#ple*ity of today/s world, de eloping critical thinking and problemsolving skills will ser e yo( well. Online co(rses as4 that yo( de elop yo(r reasoning skills and learn to apply concepts to real-world examples, drawing o(t the connections and relationships between concepts, principles, ideas and facts. %nd don/t forget the essential s4ills of effective interpersonal and self-directions. 2earning abo(t yo(rself, and how yo(r co##(nicate and #anage yo(r priorities as well as yo(r ti#e, will prepare yo( to wor4 well with others, to f(lfill the #any roles that will be re+(ired of yo( in yo(r wor4 and personal life, to be adaptable, and beha e with the highest ethical standards. .t(dying online will also help yo( be co#fortable managing the technology now re+(ired for e eryday life. Learnin% online is not linear. Fo( don/t 7(st sit down, listen, or read thro(gh a se+(ence of lect(res or chapters. Online learning #i#ics #ore what real life is li4e. Online learning pro ides a web of different types of

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infor#ation and acti ities presented in ario(s for#ats, p(lled together in a collection that rese#bles an interesting collage of connected parts. -e eloping co#fort in this web of infor#ation will ser e yo( well in yo(r c(rrent and f(t(re ed(cation and career. mmerse yoursel#. -i e into the co(rse #aterial and the s(b7ects yo( st(dy as if yo( are a b(dding e*pert who is learning to see and e*perience the world thro(gh the eyes of an e*pert in whate er s(b7ect yo( are st(dying. GTry onH being that no ice who aspires to be an e*pert. )y i##ersing yo(rself in the s(b7ect, yo( can learn to en7oy and relate to the #aterial in a new way, and possibly 7(st begin to thin4 li4e an e*pert in the s(b7ect. >f yo( are c(rio(s eno(gh, search the web for the types of careers people go into who speciali1e in the s(b7ect. Fo( will often be s(rprised by the careers yo( #ay ha e ne er tho(ght of.

nteractin% Online
One of the lessons st(dents, teachers and researchers ha e learned together in the online en iron#ent is that interaction is the single most important characteristic for successful learning online. >nteraction in ol es three critical do#ains3 interaction with the content of the co(rse, interaction with yo(r instructor, and possibly the #ost i#portant, interacting with yo(r fellow students. >t t(rns o(t that acti ely engaging with all three not only #a4es for a #ost en7oyable e*perience, it also is the #ost effecti e way to deeply learn and remember what yo( are st(dying, which is reflected in higher assess#ent scores. -on/t #iss o(t on the best part of online learning. Ta4e an acti e role in yo(r learning. 5*press yo(rself and co##(nicateI Learn to e-"ress yoursel# in $ritin%. Online co(rses pro ide yo( with a perfect opport(nity to de elop yo(r co##(nication s4ills. 5*peri#ent with different ways of e*pressing ideas, telling stories, and e*plaining concepts. 9ind e*a#ples of writing that yo( li4e, and try to #odel yo(rs after that which yo( find #ost en7oyable to read. .elfCe*pression changes as yo( learn and de elop. >f yo( 4eep at it, yo( will e*perience great satisfaction and positi e feedbac4 fro# others/ connecting with yo( and yo(r ideas. Use %ood #orm and be %enerous. >n an online en iron#ent, yo( are what yo( write. The en iron#ent is ery de#ocratic in that way. 5 eryone has the opport(nity to reflect and participate thro(gh writing at their own pace, in their own style. xpress yourself clearly, in whate er style yo( choose. Write co#plete sentences, spell o(t words, a oid (sing e#oticons and slang. )e genero(s with yo(r co##ents to fellow st(dents, offer s(pport, and positi e feedbac4, as well as constr(cti e criticis#. Co(rtesy, eti+(ette, and

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respectf(l co##(nication create a safe and s(pporti e learning en iron#ent where it is o4ay to #a4e #ista4es, gi e and get feedbac4. !are to learn. 9or #ore tips, strategies and reso(rces on learning to learn, learning styles, collaborati e learning, interacting online and 2" st cent(ry s4ills, see Monterey >nstit(te for Technology and 5d(cation/s Success Strategies for Learning Online. !available "anuary #$$% from montereyinstitute.org&.

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Recommended System Requirements

NROC Course Library End User Requirements

Windows Users Re+(ired .oftware3 Operating .yste#3 Microsoft Windows EB or higher )rowser3 Microsoft >nternet 5*plorer =.= or higher OR $etscape D or higher &Ja a.cript and coo4ies #(st be enabled' %crobat Reader = or higher 9lash !layer D or higher $ote3 :(ic4Ti#e @ersion A or higher and Ja a 2 R(nti#e 5n iron#ent &J2R5', are re+(ired to (se the 5n iron#ent .cience co(rse Reco##ended ?ardware3 !rocessor3 400 M?1 !enti(# >>> or higher Me#ory3 2=A M) or #ore Monitor3 .(pport for "024 * DAB pi*el resol(tion and "ACbit high color. %(dio3 .o(nd card and spea4ers or headphones >nternet Connection3 % highCspeed >nternet connection s(ch as -.2 or Cable Mode# is highly reco##ended Macintosh Users Re+(ired .oftware3 Operating .yste#3 O. E." or higher )rowser3 Microsoft >nternet 5*plorer =.2 or higher OR .afari ".2 or higher &Ja a.cript and coo4ies #(st be enabled' %crobat Reader = or higher 9lash !layer D or higher $ote3 :(ic4Ti#e @ersion A or higher and Ja a 2 R(nti#e 5n iron#ent &J2R5', are re+(ired to (se the 5n iron#ent .cience co(rse Reco##ended ?ardware3 !rocessor3 Macintosh 0; or better Me#ory3 2=A M) or #ore >nternet Connection3 % highCspeed >nternet connection s(ch as -.2 or Cable Mode# is highly reco##ended

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