Often it is dependent upon the student's intended major. Colleges and universities vary on what they accept as a "passing" score and how many hours they grant. Students will receive an AB score AND a BC score. The AP® Calculus BC exam covers BOTH AB and BC content. If your student chooses to take the AP® Calculus BC test in May, students can receive usually 6-8 hours of college credit for Calculus I and Calculus II upon a successful exam. This is a challenging course that uses a college level textbook, written by James Stewart, which includes all the necessary concepts to prepare for a rigorous college calculus class and/or the AP exam. Even though we cover a college level course over an entire school year, the pace is still brisk. Euler's Method, logistic growth models, parametric curves, vectors, polar curves will also be discussed. AP Calculus BC is an introductory college-level calculus course. Then we will move our discussions to sequences and series including Taylor and Maclaurin Series and learn how to represent functions as power series. Our course begins with further exploration of L'Hospital's Rule and additional integration techniques. Our learning objectives are primarily focused on the AP® Calculus BC (Calculus II) content, which equates to a semester long Calculus II course at most colleges and universities. Taking the AP® Calculus BC exam for university credit is not a requirement of this course. Students who take AP Calculus BC should have basic familiarity with sequences and series, as well as some exposure to parametric and polar equations.Our HSML course is designed for students who have had Calculus I or AP® Calculus AB and are ready for the challenge of learning AP® Calculus BC (Calculus II) content. Students should also know how the sine and cosine functions are defined from the unit circle and know the values of the trigonometric functions within the first quadrant of the unit circles and their multiples. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and descriptors such as increasing and decreasing). In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. Teachers and students should regularly use technology to reinforce relationships among functions, confirm written work, implement experimentation, and assist in interpreting results.īefore studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Exploring connections among these representations builds an understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Both courses require students to use definitions and theorems to build arguments and justify conclusions. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications.
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