Text(s)/Materials:

Ostebee, A. & Zorn, P. (2002). Calculus from Graphical, Numerical, and Symbolic Points of View, 2nd ed. Houghton Mifflin Co.
Chapters 9 - 11, V, and supplemental materials written by members of the IMSA Math Team.

Course Description:

BC Calculus III is the third and final semester in the BC Calculus sequence. The semester begins with a study of improper integrals and l'Hôpital's Rule. This moves into a long study of infinite series and convergence, including Taylor series. Next comes a more detailed look at differential equations, including analytic solutions. Following these major topics are short studies of polar coordinates and vectors.

Teaching and Learning Methodology and Philosophy:

Topics are approached from an intuitive point of view. To do this, graphing calculators are used regularly. In addition, computer software such as Mathematica® and Graphing Calculator 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 graphing 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. Tests are 75% and other assignments or projects count 25% of each quarter grade. Each quarter then counts 40% and the semester exam is 20% of the semester grade.

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