Academic Plan
AP Calculus AB– Kentlake High School – (2012-13)
Teacher: Mr. SturtevantPhone: (253)373-4900 x4966
E-mail:
Website:
Course Overview
The content of our AP Calculus AB course is grounded heavily in the course description provided at the APCentral website:
In addition to the required topics, students are also introduced to L’Hopital, Integration by Parts, Trig Substitution, as well as calculations of Arc length and Surfaces of Rotation. The focus of the course is to provide students with a solid conceptual understanding of Calculus topics and provide them with a framework for further studies in mathematics. Students are also encouraged to take the AP Exam in May in hopes of earning college credit or accelerated placement when they enter College. Much of our work is done without calculator, requiring students to continue the development of their previously learned algebra skills.
Philosophy
In my experience teaching Mathematics at the high school level, I find that students are often lacking confidence in their basic skills and lack depth of understanding in the topics with which they are familiar. In addition, many students have become far too dependant on technology and formula sheets on test day.
To that end, my goal in teaching mathematics is to go beyond simple presentation of formulas and basic application to out of context problems. We will derive and learn to re-discover many of the formulas that we use by building on simpler rules and using algebraic manipulation. Examples are the derivation of the derivative of ax and logbx using what we know about logarithms and the derivatives of exand Ln x. Students are also taught to build the derivatives of their basic trig functions using the quotient rule as opposed to simply memorizing those formulas. Many of our anti-derivative formulas come from understanding our derivative formulas and reverse-engineering. You will also find in reading this syllabus that while I find technology an invaluable tool in many respects, it will not be allowed to replace brain power and be the sole means by which we solve problems.
We will also emphasize the importance of dealing with mathematics presented in several different forms: graphs, equations, tables of data, and verbally. In order to do this, we will supplement heavily from released AP exam questions from previous years made available by the College Board.
Prerequisites
Students entering AP Calculus AB should have finished 4 years of prepatory work in mathematics including Algebra I/II, Geometry I/II, Advanced Algebra, and Pre-Calculus and Trigonometry. The Advanced Algebra and Pre-Calculus courses provide students with a solid foundation in the analysis of the following classes of functions: Linear, quadratic, polynomial, rational, power, exponential, logarithmic, absolute value, piece-wise, step, and trigonometric. Focus surrounds the concepts of domain and range, function arithmetic and composition, as well as asymptotic behavior (vertical, horizontal, and oblique). Students are also introduced to some Calculus concepts (i.e. the difference quotient and basic properties of limits) as part of their Pre-Calculus Curriculum.
Use of Technology in AP Calculus
All AP Calculus students will need regular access to graphing calculators ranging in level from TI-83 to TI-89. Please see the College Board website regarding calculators allowed on the AP exam: You will need to register your self as a user. A few graphing calculators are available in the classroom, but are not available for overnight checkout.
The classroom used for the course has a document camera, Smart board, and TI SmartView software available as well as internet access. While students are encouraged to use technology and are taught the proper use of Calculus functionality on the calculators, students are counseled not to become dependant on technology. In preparation for the AP exam, students understand that the non-arithmetic functionality of the calculator is to be used only for finding intersection between graphs, zeros of a function and to evaluate derivatives at a point and definite integrals over an interval. Calculators are also often used to support conclusions (limits as an example) and do investigations. Answers in our class are most often represented as exact values, but rounded to 3 decimals of accuracy when calculators are used.
Assessment
Formal assessments in the form of Quiz or Chapter Exams attempt to create a balance between multiple choice and Free Response formats. In general, Free Response formats are weighed more heavily in assessment, requiring students to communicate understanding in written form. Multiple choice questions make up no more than approximately 30% of any given assessment. Likewise, calculators are allowed for approximately 30% of assessment tasks, in most cases providing an avenue for students to complete more work in a shorter timeframe. Again, the purpose of this policy is to emphasize the use of brain power and limit student dependence on technology.
Formal assessments are also made in the form of PowerPoint Presentations and oral presentations to the class. In this format, students are provided the opportunity to show that they are able to communicate their understanding in both written and oral form.
In response to my experience teaching Calculus the last few years, some recently attended Professional Development Courses, and some research on more effective classroom grading techniques, grading will look a bit different in this classroom. Summative Assessments will be graded with regards to mastery of specific learning objectives. There will be no single test grade, but several grades, representing the level of mastery reached on each of the objectives evaluated via the assessment. Each of these learning objectives will have individual entries in the grade book and will be graded on a 5 point scale, each weighted based on complexity and breadth of the topic.
I also recognize, especially at this level that students often do not reach a level of mastery by the time typical “End of Chapter” assessments are given. Some students need more time to process and develop their understanding. To that end, students will be given multiple opportunities to show that they have mastered each of the individual learning objectives. As such, grades will be somewhat fluid and specific grades on learning objectives will rise and fall as students are given additional opportunities to show their level of mastery.
We will also have smaller quizzes along the way to check on progress toward learning goals and to test specific content knowledge around basic derivatives and integrals that will be graded simply on percentage correct.
Classwork Grades
It is especially important as we raise expectations in the classroom and take on more complex challenges in preparation for post-secondary education or training that students develop a sense of ownership in their education and future and develop more personal responsibility.
They will show this in many ways: Classroom attitude and decorum; Involvement in classroom discussions; working collaboratively with their peers; and sufficient practice/preparation outside of the classroom. The last of these is most often discussed as homework. Students will be responsible, with proper guidance, for determining the level of practice needed to master learning objectives.
Students will be assigned 8 to 10suggested keystone exercises each day. Students who are able to show mastery on those items are likely prepared on those topics and need not necessarily focus additional practice in those areas. They are encouraged of course to continue to seek new challenges or practice objectives that they are yet to show mastery of. Students who find they are unable to successfully master those keystone exercises will be expected to show their level of commitment in other ways. Students will turn in homework weekly (on Mondays) and are asked to attach a self-assessment, outlining why the work being turned in represents their “BEST WORK”. Feedback from assignments will not be based on accuracy of answers, but on their demonstrated understanding of the topics and skills/procedures in the assignment.
Classroom Atmosphere
Expectations for academic performance and code of conduct are very high in this classroom. We will have a good time and enjoy our time together, but students must learn to recognize when they need to be respectful participants in the classroom.
Grading Policy
Summative Objective Mastery Assessments: 70%
Quizzes: 15%
Classwork: 15%
Grading Scale
A = 90% / B+ = 86% / C+ = 76% / D+ = 66% / F = Below 58%A- = 88% / B = 80% / C = 70% / D = 58%
B - = 78% / C- = 68%
Some survival tips to help you:
Form a study groupGet to know your bookGet to know your calculator
Take detailed notes**Ask intelligent questionsPut your time in (no short cuts)
Recognize your resourcesLook at the big pictureRemember to ask WHY!
Get involved with your learning (don’t be a spectator)
Try several methods (table, equation, graph)
Tardies
You will be allowed 2 tardies during the semester. At the 3rd tardy, a phone call home and a 30-minute detention with me will be served. Additional tardies will result in a referral to administration for discipline purposes.
Unexcused Absences
Per Kent School District Attendance Guidelines (included below), work missed due to an unexcused absenceMAY NOT be made up, including tests and quizzes. Students must bring in an excused yellow slip with their return to class in order to get the work they missed when absent.
Kent School District Absence policy:
Absences are excused if they are due to illness or a health condition; a religious observance, when requested by a student’s parents(s); school-approved activities; family emergencies; and, as required by law, disciplinary actions or short-term suspensions. The principal may, upon request by a parent, grant permission in advance for a student’s absence providing such absence does not adversely affect the student’s educational progress.
If an absence is excused, the student shall be permitted to make up all missed assignments outside of class, under reasonable condition and time limits established by the appropriate teacher, except that in participation-type class a student’s grade may be affected because of the student’s inability to make up the activities conducted during a class period
Responsibility/Make-up work: If absent, it is YOUR RESPONSIBILITY to find out what you missed and make it up promptly. It is also your responsibility to turn things in on time or ask for help if you don’t understand an assignment. Students will be given 1 day to turn in missed work for each day absent
KENTLAKE ELECTRONICS POLICY
Portable electronic devices such as, MP3 players, ear buds, headphones, walk-mans, disc-mans, etc., are not to be used or visible on campus or in the building AT ANY TIME during the school day (upon arrival into the building until 2:10pm). Confiscated equipment will be held until a parent or guardian comes in to pick them up. School personnel will not be responsible for investigating thefts of such items. Phone use should be limited to school phones only. Parents and students needing to communicate should do so using school office phones. Classroom phones are not for student use.
· Failing to comply with the Electronic Device policy will result in the following consequences:
· First offense: The item(s) will be confiscated and held in the main office for parent/guardian pick up.
· Second offense: The item(s) will be confiscated and held for pick-up by a parent/guardian. Student will receive a school detention. Any further violations may result in out-of-school suspension.
· Failure to surrender items when asked to do so will result in discipline as described in the KSD Policies 3200 and 3241, addressing “defiance of school authority.” Sanctions range from detention to long-term suspension.
Cell Phones: Cell phone use is only allowed outside the classroom environment. Student use of cell phones can only take place before/after school, during passing period, and at lunch time.
CHEATING/PLAGIARISM
Plagiarism is defined as using someone else’s words or ideas without telling everyone where the words came from.
Examples of plagiarism include:
- Cutting/pasting text from electronic sources without citing
- Putting your name on other people’s work…includes having someone write your paper, buying a paper, downloading a paper from online services
- Not giving proper credit or citing someone else’s unique words and original ideas, research, works, pictures, music, video and other forms of communication
- Using anyone’s old project/paper
- Changing only a few words, sentences, or phrases, and saying they are your own
- Not using quotation marks when copying exactly someone’s words, sentences, phrases, etc.
- Paraphrasing carelessly, documenting poorly, quoting excessively or failing to use your own voice
Consequences for plagiarism include:
1st Offense: 0 or “F” on the assignment or test. The teacher will make a telephone call to the student’s parent/guardian and a letter from an administrator will follow. The letter will notify the parent/guardian of the cheating and/or plagiarism and the consequences if a 2nd offense were to occur.
2nd Offense: Removal from the class with a loss of credit.
Note: Altering a teacher’s grade book will cause the student to be removed from the class with a loss of credit on the first offense.
Please sign and return this portion by Wednesday, September 5
I have read and discussed the grading policy and academic plan for Mr. Sturtevant’s Fall 2012CalculusAB Class
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