Text(s)/Materials:

Stewart, James. (1998). CALCULUS: Concepts and Context. Brooks-Cole Publishing Co.

Course Description:

AB Calculus 2 is the second of a two semester Calculus sequence. The course is designed to continue the study of limit and derivative, begin the study of elementary differential equations, and additional applications of derivative. In addition, the course includes the formal study of the integral and its applications. The approach emphasizes graphical and numerical as well as algebraic viewpoints.

Teaching and Learning Methodology and Philosophy:

To involve students in exploration of a variety of calculus concepts, processes and applications, which are developed and extended through class discussion and interactive exploration. Besides specific Calculus content the primary goals include:
• the use and extension of basic concepts studied in prior courses.
• reenforcement of precalculus mathematics skills as they occur in a new context.
• making connections among topics in Calculus and previous mathematics topics.
• appropriate use of technology as a means toward enhanced learning and as a tool toward better understanding and solving of problems.
• providing opportunity for students to obtain experience in college mathematics.
Students may or may not be qualified for the AB Advanced Placement exam given in May. Preparing for the exam may require additional study of topics beyond the scope of this course.

Student Expectations:

Students are expected to be in class every day with homework completed, to take notes, to contribute positively to class discussion and to work constructively with others. Learning is fun, but learning takes work. Things don't always come clear right a way, so perseverance and a willingness to ask for help are important. Learning to dialog, to make a strong argument, to speak and write with power and elegance are central to our purpose. Students are expected to take the initiative to seek help from other students, from the Instructional Program Aide, and most importantly, from the teacher. Reading the textbook (keeping one section ahead of the daily written work) is essential to getting the most out of the course. The instructor does not re-lecture all material that should have been learned from the reading. Absences, regardless of the reason, impact the student's ability to keep up with material covered, even if the written work is made up. It is impossible to recreate the lesson and interaction that occurred during a student's absence. Excessive tardiness and unexcused absences are not tolerated and will be dealt with in accordance with the IMSA attendance policy.

Assessment Practices, Procedures, and Processes:

The primary means of assessment is through quizzes, and examinations and informally through classroom presentation and individual conversations. Take home exams or problem sets may also be included. Students are expected to participate in verbal discussions and exhibit proficiency in verbal, and written explanations. Assessments are intended to be learning experiences as well as evaluative. Not all assessments are evaluations. Homework and the maintenance of a notebook are minimum expectations.

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