For AP(R) Calculus AB and BC This course is available on MyMathLab(R) for School. The sixth edition of Calculus: Graphical, Numerical, Algebraic, AP* Edition , by Demana, Waits, Kennedy, Bressoud, and Boardman completely supports the content, philosophy, and goals of the Advanced Placement (AP*) Calculus courses (AB and BC). The College Board recently finished a lengthy and thorough review of the AP* Calculus courses to ensure that they were consistent with the best college and university courses with similar ...
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For AP(R) Calculus AB and BC This course is available on MyMathLab(R) for School. The sixth edition of Calculus: Graphical, Numerical, Algebraic, AP* Edition , by Demana, Waits, Kennedy, Bressoud, and Boardman completely supports the content, philosophy, and goals of the Advanced Placement (AP*) Calculus courses (AB and BC). The College Board recently finished a lengthy and thorough review of the AP* Calculus courses to ensure that they were consistent with the best college and university courses with similar educational goals. This review resulted in a repackaging of the course descriptions in terms of big ideas, enduring understandings, learning objectives, and essential knowledge, but the learning goals remained essentially the same. That allowed us to retain the overall flow of our previous edition and concentrate our attention on how we might be more helpful to you and your students in certain parts of the course. A very broad look at the overall goals of this text is given in the following bulleted summary. Although these are not explicit goals of the AP program and do not include all of the learning objectives in the new AP Curriculum Framework, they do reflect the intentions of the AP Calculus program. (Note that the goals preceded by an asterisk are aligned with the BC course and are not required in AB Calculus.) - Students will be able to work with functions represented graphically, numerically, analytically, or verbally and will understand the connections among these representations; graphing calculators will be used as a tool to facilitate such understanding. - Students will, in the process of solving problems, be able to use graphing calculators to graph functions, solve equations, evaluate numerical derivatives, and evaluate numerical integrals. - Students will understand the meaning of the derivative as a limit of a difference quotient and will understand its connection to local linearity and instantaneous rates of change. - Students will understand the meaning of the definite integral as a limit of Riemann sums and as a net accumulation of change over an interval, and they will understand and appreciate the connection between derivatives and integrals. - Students will be able to model real-world behavior and solve a variety of problems using functions, derivatives, and integrals; they will also be able to communicate solutions effectively, using proper mathematical language and syntax. - Students will be able to represent and interpret differential equations geometrically with slope fields and (*) numerically with Euler's method; they will be able to model dynamic situations with differential equations and solve initial value problems analytically. (*) Students will understand the convergence and divergence of infinite series and will be able to represent functions with Maclaurin and Taylor series; they will be able to approximate or bound truncation errors in various ways. (*) Students will be able to extend some calculus results to the context of motion in the plane (through vectors) and to the analysis of polar curves. Changes to This Edition: The big change in this new edition, of course, is that we welcome Michael Boardman to the author team. As a college mathematician with years of experience with the Advanced Placement (AP) program, he is well acquainted with the scope and goals of the course, and he is well versed in the mathematics that calculus students should know. Not only was Michael chief reader of the AP Calculus exams for four years, but he also served five years on the Development Committee and five years on the AP Calculus Workgroup for ETS. As perhaps his signal achievement, he founded the online discussion group for AP Calculus teachers and moderated it for a d
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