AP
®
Calculus BC: Sample Syllabus 2 Syllabus 1544656v1
Activities:
Calculus Concept Lab: Students explore the concept problems on pp. 27-28 of the textbook. The problems lay
groundwork for the following future concepts: exact value of a derivative, tangent to a graph, and formal
definition of a limit (these last two use the calculator and Geometer’s Sketchpad).
Intermediate Value Theorem (IVT) Lab: Students decide if the IVT does or does not apply to a function given in a
variety of forms and then discuss their answers with a partner. [CR2a]
[CR2a] — The course provides opportunities for students to reason with definitions and theorems.
UNIT 3
Chapter 3: Derivatives, Antiderivatives, and Indefinite Integrals [CR1b: derivatives]
Big Ideas: Limits, Derivatives, and Integrals
Daily 100-minute classes: 10 days
Sections:
3.1 Graphical Interpretation of Derivative (Independent Discovery/Group Collaboration)
3.2 Difference Quotients and One Definition of Derivative (Supplement with Normal Lines)
3.3 Derivative Functions, Numerically and Graphically
3.4 Derivative of the Power Function and Another Definition
3.5 Displacement, Velocity, and Acceleration (Supplement with Impulse/Jerk)
Supplemental: Examining Derivatives of Parametric, Polar, and Vector Equations (Algebraic, Numerical, and
Graphical Observations)
3.6 Introduction to Sine, Cosine, and Composite Functions (Graphical and Numerical Discovery)
3.7 Derivatives of Composite Functions—The Chain Rule
3.8 Proof and Application of Sine and Cosine Derivatives
3.9 Exponential and Logarithmic Functions Supplemental: Graphing Derivatives from Data (FDWK 3.1)
Supplemental: Applications of Derivatives—Economics, Harmonic Motion (FDWK 3.4/3.5)
[CR1b] — The course is structured around the enduring understandings within Big Idea 2: Derivatives.
Activities:
Explorations: In small groups, students explore where conjectures can be made and concepts can be connected;
then class discussions occur to verify or modify solutions. (Foerster 3-2A, 3-3B, 3-5A, and 3-7A.)
Different . . . and Yet, The Same: Working in groups, students are given a page with formulas for four functions;
they will graph each function and its derivative on a calculator for accuracy. Using the calculator and colored dry-
erase pens, students draw the graphs on a transparency with a coordinate system printed on it. When done, each
group will place corresponding graphs on top of each other. The graphs of the functions will be different, but the
graphs of the derivatives should lie on top of each other. This opens the discussion about constants and
derivatives/antiderivatives.
New York Times Viewpoint Activity: Students examine the employment rate from the viewpoint of a Democrat
(derivative) and a Republican (integral) during the 2012 presidential election, allowing them to connect the
concepts of derivative and integral and distinguish between the two. [CR2d: verbal]
3