Liberty Bell High School

Advanced Placement Calculus AB Mr. Gitchos

(7th Block) pgitchos@methow.org

Welcome to Calculus. You have successfully completed Algebra 1, Geometry, Honors Algebra 2 and
Precalculus here at Liberty Bell, or equivalent courses at another school. You are ready for a rich and
challenging year of mathematics. Your presence in this class indicates that you are prepared to work
hard this year. Please commit to doing your best work in this class, to trying hard and persevering, to
becoming stuck occasionally, to seeking help when needed, and ultimately to gaining an understanding
of a rich, elegant, and powerful field of mathematics.

This is a college-level math class designed to meet the Advanced Placement curricular requirements for
Calculus AB, equivalent to a one-semester college course. We will investigate limits, derivatives, and
integrals, and the Fundamental Theorem of Calculus. In each area of study we will use multiple forms
of mathematical representation: equations, graphs, tables, and verbal and written descriptions. Our
learning will span the three areas of mathematical rigor: conceptual understanding, procedural fluency,
and practical application.

Be advised that good attendance is crucial to success in this class. If you miss class for any reason you
should consult the class website to find out what you missed, and make it up. Homework will be
provided as a daily opportunity to practice and refine your skills.

I strongly encourage you to form regular study groups to complete homework assignments and prepare
for exams outside our regular class time.

I have very high expectations for what we will be able to accomplish this year!

Course Materials:
• We will use the college-level textbook Calculus of a Single Variable, by Larson et al., 6th ed.
• TI-84+ graphing calculators will be provided to you. If you have your own, please bring it.
• We will use school Chromebooks to access Desmos, spreadsheets, and a variety of online
applets. Feel free to bring your own device if you have one.
• You will take notes to record new learning every day and keep them in a 3-ring binder along
with supplemental handouts.

Your grade will be based on summative assessments (tests and projects). Each summative assessment
will be composed of individual learning targets.

Summative grades will be divided into three categories receiving equal weight:
Conceptual Understanding
Procedural Fluency
Practical Application

Honors credit is available for students earning a grade of A- or A both semesters.

 Types of in-class learning activities, with examples:
Inquiry. On your own, or in collaborative groups, endeavor to discover mathematical patterns.
a
• Explore the area between the x-axis and power functions of the form y= x between x=0 and
x=1 . First, approximate these areas for a=1, 2, and 3 using rectangles by drawing them on
grid paper. Enter the functions into the graphing calculator and plot them. Then, calculate the
areas using the graphing calculator's numerical integration function; this requires proper use of
the definite integral notation. Record your results for functions of the form y=x a for
a=1,2,3, ... . Search for patterns, generalize your findings and present them to the class. Later,
verify and prove your results using the Fundamental Theorem of Calculus. Write a paragraph
reflecting on this line of inquiry and explaining how the Fundamental Theorem provides a
general answer.

Practice/Synthesis. Strengthen your conceptual understanding and procedural skills.

• Match cards that represent the graphs of position, velocity, and acceleration of particles in
rectilinear motion, using a graphical understanding of differentiation and antidifferentiation.
Explain what each graph indicates about the particle's movement and justify your choices. Use
additional cards with verbal descriptions such as “This particle only travels to the right” to
create complete and thorough descriptions of each object's motion.
• Calculate or approximate the value of the same limit with a table, by graphing, algebraically,
and using L'Hopital's rule. Compare and contrast the techniques and discuss the advantage and
disadvantage of each.

Lab. Apply the mathematics of calculus in real-world or virtual settings.

• Using a thermal probe, record the temperature of a cup of hot water as it cools for 5 minutes.
Using the data, in conjunction with the differential-equation model of cooling, predict what the
temperature will be after 15 minutes. Present your work numerically, graphically, and
analytically using correct mathematical notation. Test your prediction in the real world; measure
and discuss sources of error or inaccuracy.
• Using an online applet, explore the area between the x-axis and an algebraically-specified
function, on a given interval. Select left, center, and midpoint Riemann sums, and vary the size
of the partition using a slider in the applet. Increase the number of partitions to improve the
precision of your estimate. Build notational fluency by writing an expression representing the
area as the limit of a Riemann sum as the number of rectangles approaches infinity, then as a
definite integral; use the Fundamental Theorem of Calculus to evaluate the integral.
• Plan and execute a short drive around campus, working with a team to record the speedometer
reading of the car every 10 seconds. Consider the table of speed vs. time data; plot it and fit a
function to it using regression software. Using a graphing calculator, plot the “speed
accumulation function” and consider its real-world meaning. Identify key moments in the drive
(for example, when you were traveling fastest, or when you stopped) in both graphs. Connect
the accumulation function to the definite integral; calculate it and interpret it in context of your
drive. Write a short summary of your findings and the relevant Calculus concepts.

Discussion. Construct and critique mathematical arguments; reason and think critically.
• When learning a new theorem (such as Rolle's Theorem), discuss the importance of the
necessary conditions/hypotheses. Demonstrate using counterexamples (on the graphing
calculator, for example) how violating a condition may void the theorem's conclusion.
Afterwards, given a list of functions determine whether the theorem applies to each. For those
that do not, specify what condition or conditions aren't met.
Presentation. Communicate your understanding of mathematics; enlighten others.
• Using the whiteboard, and calculator or other technology, present to the class a thorough
solution to a sample problem. Use proper notation, showing logical symbolic steps, and precise
written and spoken mathematical language. Interpret the solution in context of the original
problem; connect procedures to concepts.

Summative Assessment. Demonstrate your learning through tests, performance tasks, and projects.
• Complete a timed, in-class written assessment showing your mastery of calculus concepts and
procedures, using correct notation.
• Record measurements of a variety of cans (from the grocery store) and compare each to a
theoretical can of the same volume but with minimum surface area. Quantify how each real can
compares to the optimized version. Write a solution to the generalized can optimization
problem; describe in writing how you can identify an optimized can. Display your findings on a
poster.
 Course Outline
Big Idea 1: Limits (September-October)
I. The meaning of the limit
II. Finding limits
A. Evaluating limits with a table
B. Evaluating limits graphically
C. Evaluating limits algebraically
D. One- and Two-sided limits
E. Limits involving infinity
III. Continuity
A. Defining continuity using limits
B. Types of discontinuities, and their relation to the limit definition

Big Idea 2: The Derivative (October-January)

I. Introduction : From average to instantaneous
II. Defining the derivative as the limit of the difference quotient
III. What the derivative tells you about the graph of a function
A. Slope!
B. Increasing / Decreasing, Max / Min
C. Concavity
D. Differentiability
IV. Finding Derivatives
A. Power Rule
B. Trigonometric functions
C. Products and Compositions
D. Quotients
E. Exponential functions
V. Implicit differentiation
VI. Derivatives of inverse functions
VII. Applications of derivatives
A. Related rates
B. Optimization
C. Rolle's Theorem and The Mean Value Theorem
D. L’Hospital’s Rule

Big Idea 3: The Integral (January-April)

I. Introduction: Area
A. Rectangles to approximate area
B. The Area Accumulation Function
C. The Riemann Sum, with a limit, defines area
D. The Indefinite Integral
II. The Fundamental Theorem of Calculus
A. The First Fundamental Theorem of Calculus
B. The Second Fundamental Theorem of Calculus
III. Methods of integration
A. Algebraic manipulation
B. Integration by substitution
IV. Applications of integration
A. Bounded areas
B. Volumes
C. Rate accumulation
D. Average value, Mean Value Theorem for integrals
E. Particle motion, velocity and acceleration
V. Differential Equations
A. Separation of variables
B. Slope fields
C. Exponential and logistic models

AP Testing, Final Exam, and Final Projects (May-June)