Text(s)/Materials:

Ostebee, A. & Zorn, P. (2002). Calculus from Graphical, Numerical, and Symbolic Points of View, 2nd ed. Houghton Mifflin Co.
Most or all of chapters 4 - 8, and supplemental materials written by members of the IMSA Math Team.

Course Description:

BC Calculus II is the second of a three semester sequence designed to give a solid introduction to the study of Calculus. Students must have successfully completed BC Calculus I, or its equivalent. The semester begins with assorted applications of the derivative and an introduction to differential equations. Next, students will consider an intuitive approach to the definite integral, leading to more formal study. Throughout the semester, students will also experience techniques of integration, numerical approximations, and a variety of applications of the integral.

Teaching and Learning Methodology and Philosophy:

Topics are approached from an intuitive point of view. To do this, graphic calculators are used regularly. In addition, computer software such as Mathematica® may be used. Class time is a combination of small and large group interactions as well as individual work. The textbook is one of several "Calculus Reform" projects which attempts to connect various approaches (graphical, analytical, numerical, and verbal: The Rule of Four) to many concepts and problems. Nevertheless, despite the importance of technology, mechanics remain crucial to a student's ability to understand calculus and to use it as a tool, and students will be given ample practice. The challenge is to find the most effective ways of balancing and combining the various approaches.

Student Expectations:

Students must approach the work seriously, which implies a willingness to do homework and classwork consistently. Each student needs to practice and work with new material regularly in order to understand, remember, and be able to use it. This includes regular use of a graphic calculator along with analytic work. There is also an expectation that students will begin to carefully refine their mathematical communication skills, both oral and written. Completion of all assigned work accompanies the expectation of active involvement in class discussion and exploration. Much of the responsibility for asking questions to clarify what remains unclear or checking answers in the solution manuals rests with the student.

Assessment Practices, Procedures, and Processes:

Various means of assessment include tests and quizzes, daily and extended homework assignments, possible projects and written assignments, and a semester exam.

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