dy 2

x
dx
2xdx

HANDS -ON
CAL CUL US
&
WE BBE D
F E AT S
Debbie DeMaria
[email protected]

Sharon Smothers
[email protected]

Fairfax County Public Schools

Lake Braddock Secondary School
9200 Burke Lake Road
Burke, VA 22015
 1

dy 2
x
dx
2xdx TABLE OF CONTENTS

TITLE TOPIC PAGE

Versatiles Limits 2
Series 3

Shadow Box Related Rates 4

Optimization

Vocab Charades All Topics 5

Water Water Rates of Change 8

Revolutions Volume 10

Cross Sections Volume 11

Calc Aerobics Functions 13

Match Made in Heaven Derivative Graphs 14

Go Fish Derivatives 20

Trig Graphing Internet Calculator 29

Web Sites All Topics 32

Calc Project Review 33

No Particular Place To Go Rate of Change 35

Just Because Post AP Project 38

Cooking with Calculus All Topics 40

Selected Answers 46
Debbie DeMaria & Sharon Smothers
 2

Evaluate each limit

sin x −1
1) lim 7. lim
x x→0 x→1− x −1

1 − cos x 2x5
2) lim
x→0 x
8. lim x5 + 3
x→∞

x2 −1 x +1 −1
3) lim
x→−1 x +1
9. lim
x→ 0 x

x3 + 8 10. lim [ x ]
4) lim
x →−2 x + 2
x →−11. 5

x−2 11. lim f ( x )

5) lim x − 2
x →2
x →1

1
f(x)
-1 1

-1

1 3
8+h −2
6) lim x −1
12. lim
x→1− h→ 0 h

A B C D E F
1/12 2 DNE -1/2 ∞ -12
G H I J K L
-∞ 0 -2 1/2 12 1

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∞
2
1. Find the sum of the series .
n =1 4n − 1
2

∞
3
2. Does this geometric series n
converge or diverge?
n =0 2
∞
3
3. What is the sum of n
?
n =0 2
∞
1
4. Does this p-series converge or diverge?
n =1 n
∞
1
5. (−1) n +1 converges to ___
n =1 n
∞
(−1)n
6. Does n
converge absolutely or conditionally?
n =1 3
∞
(−1)n
7. Does converge absolutely or conditionally?
n =1 n
x2 x3 xn
8. What power series is represented by 1 + x + + + ... + ?
2! 3! n!
9. What power series is represented by 1 + x + x + x + ... + x n ?
2 3

x2 x4 x6 (−1) n x 2 n
10. What power series is represented by 1 − + − + ... + ?
2! 4! 6! ( 2n ) !
x3 x5 x 7 (−1) n x 2 n +1
11. What power series is represented by x − + − + ... + ?
3! 5! 7! ( 2 n + 1) !
∞
1
12. Approximate the sum of (−1) n +1 by its first six terms.
n =1 n!

A B C D E F
x
cos x conditionally e 0 .6319 sin x ln 2
converges
G H I J K L
diverge 1 absolutely converge 6 1
converges 1− x

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Purpose: Review- Related Rates, Max/Min etc

Points: 30 points Due: __________

Problem & Solution

• may be original, from another text or from the Internet
• solution paper must reference the source where you located the problem
• should be at an appropriate level of difficulty
• must contain accurate information
• should be stated clearly and be well organized
• must include all information needed to solve problem, including units
• should be connected to “real life”

PROBLEM - (15 pts)

• must be typed both on the answer sheet and on the back of box
• solution must be typed on the same sheet of paper as problem
• detailed explanation of steps should be included where necessary

BOX - (15 pts)

• INSIDE AND OUTSIDE DECORATED
• decoration relates to problem
• problem taped to back of box
• neat, creative

Debbie DeMaria & Sharon Smothers

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SUPPLIES per group:

• Four vocabulary cards
• 1 paper towel
• 1 “goodie bag” filled with “odds and ends” (suggestions include wrapped candy, cue tips,
cheerios, wrapped candy, ribbons, paper clips, wrapped candy, string, rubber bands and maybe
some wrapped candy.

PROCEDURE:
1. Students will work in groups of fours.
2. Each student will have a vocabulary card
3. In turn, students will design a “picture” using the objects in the goodie bag so that their group may
guess the word.

Area Max
Chain Rule Mean Value Theorem
Concavity Min
Continuous Nondifferentiable
Converge Riemann Sum
Critical Point Rolle’s Theorem
Derivative Series
FTC Slope field
Inflection point Tabular Method
Integral Tangent line
L’Hopital’s Rule Vector
Limit Volume

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Derivative Tangent line

Max Min
Slope field Volume
Vector Riemann Sum
FTC Tabular Method
Series Converge

Integral Chain Rule

Concavity Limit
Area Inflection point
L’Hopital’s Rule Continuous
Rolle’s Theorem Nondifferentiable
Critical Point Mean Value Theorem

Debbie DeMaria & Sharon Smothers

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Debbie DeMaria & Sharon Smothers

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SOL OBJECTIVE: The student will apply the properties of elementary functions…including…intervals
where the function is increasing or decreasing.

Flask FUNctions

In this activity you will investigate the relationship between the amount of liquid in a glass container (flask)
and the height of that liquid.

PROCEDURE:

1. Begin with an empty flask. Add a “cupful” of water to the flask. Using a centimeter ruler, accurately
measure the height of the water in the flask. Record the measurement in the table below. Depending on
the size of your flask your “cupful” may be several each time.
2. Add a second “cupful” of water and again measure the height of the water in the flask and record the
results in the table below.
3. Continue the above process until the flask is filled.

#Cups 0 1 2 3 4 5 6 7 8 9 10

Height 0

4. Plot the points which represent the data from the table above on a sheet of graph paper.
5. Explain what your graph can tell someone about the shape of your flask.

ASSESSMENT

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9
Height
A
(cm) B

Water (cupfuls)

1. The graph above represent the data from three different flasks

a. Could all 3 flasks have straight sides?

Why?

b. Which flask is the tallest?

Why?

c. Which flask is the widest?

Why?

d. Which flask holds the most water?

Why?

Height
(cm) B

Water (cupfuls)

2. For the diagram above, design a flask which could produce graph A and graph B
FLASK A FLASK B
.

Debbie DeMaria & Sharon Smothers

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SOL objective: Application of Integration -- find the volume generated when a rectangle or
triangle is rotated around the y – axis.

Procedure:
a. Each group needs : sheet of construction paper , Play Doh, ruler, a straw, and about 20
index cards.
b. On the sheet of construction paper draw a horizontal line through the center and mark off
one-inch units (Make the tic marks big). Label the line as the x – axis.
c. Spread a small portion (about the size of the top of the can) of Play Doh at the origin.
d. Insert a straw at the origin perpendicular to the x-axis to represent
the y – axis.
e. All students will find the volume of each of the solids of revolution given below. Make a
sketch of the revolution, set up the integral then use the FTC / calculator to determine the
volume.
f. Begin with the one assigned to your group then go back and do the others.

Group 1: place the rectangles in the Play Doh around the straw so that the 5 inch side is in
the Play Doh and the 3 inch side is up against the straw.

Group 2: place the rectangles in the Play Doh around the straw so that the 3 inch side is in
the Play Doh and the 5 inch side is up against the straw.

Group 3: place the triangles in the Play Doh around the straw so that the 5 inch side is in
the Play Doh and the 3 inch side is up against the straw.

Group 4: place the triangles in the Play Doh around the straw so that the 3 inch side is in
the Play Doh and the 5 inch side is up against the straw.

Group 5: place the rectangles in the Play Doh around the straw so that the 3 inch side is in
the Play Doh and the 5 inch side is one inch from the straw.

Group 6: place the triangles in the Play Doh around the straw so that the 5 inch side is in
the Play Doh and the 3 inch side is one inch from the straw.

Debbie DeMaria & Sharon Smothers

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STANDARDS
VA SOL APC.15 The student will apply the definite integral to solve ….volumes of solids with
known cross-sectional areas.
POS College Board Advanced Placement Calculus -- The student will apply the definite integral to
solve…. volumes of solids with known cross-sectional areas.
NCTM Geometry (analyze 3-dimensional geometric shapes)
Measurement (Apply appropriate techniques, tools, and formulas to determine measurements)
Problem Solving (Apply and adapt a variety of appropriate strategies to solve
problems)
Communication (Use the language of mathematics to express mathematical ideas precisely)

OBJECTIVE
Students will find the volume of a solid whose areas of its cross-sectional varies along its length by
slicing the figure into slabs, using geometric formulas to find the areas and then performing appropriate
calculus using the definite integral. The answer will be determined by using the graphing calculator once the
integral has been set up.
Make conceptual connections within and outside mathematics. Students will use different
representations – graphical, algebraic, verbal and physical to investigate and understand this math concept

AREA FORMULAS NEEDED

s2 3
Triangle ½ bh Equilateral Triangle Square s2
4

Trapezoid (1/2) h (b1 + b2 ) Rectangle bh Circle π r2

VOCABULARY
area cross-section fundamental theorem of calculus Horizontal/vertical slice
integral limit Reimann sum slab volume

PROCEDURE
• Divide the solid into small pieces
• Obtain a Riemann sum that approximates the total volume by adding all the pieces
• Take the limit as the number of terms in the sum tends to infinity, giving a definite integral for the
total volume

ASSIGNMENT
1. Worksheet on Slabs
2. Additional AP test questions 1981 BC 6a, 1988 BC5, 1991 BC3a
3. Make a 3-D model of a solid with a know cross section and determine its volume

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3 – DIMENSIONAL VOLUME PROJECT
Make a 3-D model of a solid with a known cross section DUE _________

1. Sketch the graphs of the equations that bound the base of the solid on a stiff board.
2. Choose a shape for the slices for which you know the area formula.
3. Construct the solid by placing at least 7 slabs (again choose material that will be stiff)
that represent cross-sectional slices perpendicular to the base.
4. Set up the integral that would be used to determine the volume.
5. Use the calculator or fundamental theorem of calculus to determine the volume of your
solid.

GRADING SCALE (15 points)

2 points On time
2 points Equations & bounds clearly stated on board
2 points Curve sketched accurately
3 points 7+ Slabs placed accurately on base (stiff material used)
3 points Integral properly set up
3 points Volume accurately determined

Debbie DeMaria & Sharon Smothers

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f '( x) =
2

f ( x) = x 2
-3 -2 -1
1

-1
1 2 3

-2

-3

f '( x) =
2

f ( x) = −2 x 3
-3 -2 -1
1

1 2 3

-1

-2

-3

x 2 dx = -3 -2 -1
1

1 2 3

-1

-2

-3

2x 3 dx = -3 -2 -1
1

1 2 3

-1

-2

-3

Debbie DeMaria & Sharon Smothers

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OBJECTIVE: Students will match 8 sets of cards.

Each set contains four cards: a graph of a

function, a graph of its derivative, a description of
dy the function and a description of its derivative.
dx
Students will start by pulling out and lining up the
cards labeled 1-8. These cards are the function
cards. They then should proceed to match the
corresponding derivative graph and their
respective descriptions
TEACHER NOTES: Students should work in groups of two to four.

Review vocabulary that is on the description cards.

• Critical point
• Derivative
• Inflection point
• Maximum/minimum point
• Slope

The key below can be used to quickly identify the students who have matched up the
cards correctly.

Graph of Graph of the Description of the Description of the

Function Derivative Function Derivative
1 G E H
2 I J O
3 K Q A
4 X B R
5 Z D N
6 V U L
7 T F P
8 M S C

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FUNCTION 1 DERIVATIVE G

FUNCTION 7 DERIVATIVE T

FUNCTION 2 DERIVATIVE I

FUNCTION 5 DERIVATIVE Z

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FUNCTION 3 DERIVATIVE K

FUNCTION 4 DERIVATIVE X

FUNCTION 8 DERIVATIVE M

FUNCTION 6 DERIVATIVE V

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E H
Description of the Description of the
FUNCTION DERIVATIVE
The function has two turning
points. f '(−1) = f '(1) = 0
There is a local maximum at f '( x) is
positive –1<x<1
x = 1 and a local minimum and negative everywhere else
at x = -1
F P
Description of the Description of the
FUNCTION DERIVATIVE

The function has an inflection f '(−2) = 0

point at f '( x) is negative everywhere
x = -2 else

J O
Description of the Description of the
FUNCTION DERIVATIVE

This function has a minimum is f '( x)

at x = -1 and no maximum negative when x< -1 and
values positive when x > -1

D N
Description of the Description of the
FUNCTION DERIVATIVE

The graph of the function is a f '( x) = 0

Horizontal line everywhere

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Q A
Description of the Description of the
FUNCTION DERIVATIVE
The function has ONE critical
point f '( x) is
positive when x < 0
There is a global maximum at and negative when x > 0
x=0

B R
Description of the Description of the
FUNCTION DERIVATIVE

The function is a line with

positive slope and x intercept f '( x) =1
at 2

S C
Description of the Description of the
FUNCTION DERIVATIVE

The function is a line with f '( x) = -2

negative slope and y intercept
at 2

U L
Description of the FUNCTION Description of the
The function has ONE critical DERIVATIVE
point.
There is an absolute min at f '( x) is
positive when x > 1
x=1 and negative when x < 1

Debbie DeMaria & Sharon Smothers

 19

dy dy
dx dx

dy dy
dx dx

dy dy
dx dx

dy dy
dx dx

Debbie DeMaria & Sharon Smothers

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GO FISH
dy FOR
dx
DERIVATIVES

f ( x) = 7 f ' ( x) = 0 f "( x ) = 0
7
f ( x ) = x2 f ' ( x) = 7x f "( x ) = 7
2
1
f ( x ) = x3 f ' ( x ) = x2 f "( x ) = 2 x
3
f ( x) = 2x f ' ( x) = 2 f "( x ) = 0
f ( x ) = x2 f ' ( x) = 2x f "( x ) = 2
f ( x ) = ex f ' ( x ) = ex f "( x ) = e x
f ( x ) = e7 x f ' ( x ) = 7e 7 x f " ( x ) = 49e7 x
f ( x ) = sin x f ' ( x ) = cos x f " ( x ) = − sin x
f ( x ) = ln x 1
f ' ( x) = f "( x ) = −
1
x x2
f ( x ) = 11x3 + 7 x 2 + 2 f ( x ) = 33x + 14 x
' 2
f " ( x ) = 66 x + 14
f ( x ) = 2x f ' ( x ) = 2 x ln 2
f " ( x ) = 2 x ( ln 2 )
2

f ( x ) = tan ( 2 x ) f ' ( x ) = 2sec2 ( 2 x ) f " ( x ) = 8sec ( 2 x ) tan ( 2 x )

INSTRUCTIONS FOR PLAY :

Two players per game. Deal 6 cards to each player. The rest of the cards should be placed equation side
down (picture side up), between the two players.
OBJECTIVE:
The students need to collect a set of three cards, the function f (x), the first f '(x) = and second f ''( x)
derivatives. One student will ask the other if they have a card that would complete their set. (Example if a
student has f(x) = 3x2, they may ask for f ' ( x ) = 6 x or f " ( x ) = 6 ). If the Player B does have the requested
card, they give it to Player A and player A may ask for another card. If Player B does not have the requested
card he/she says “Go Fish” and Player A draws from the “go fish” pile and it becomes Player B’s turn. Play
continues until there are no cards left to draw from. The player with the most sets wins.

Debbie DeMaria & Sharon Smothers

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Debbie DeMaria & Sharon Smothers

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dy dy
dx dx

dy dy
dx dx

dy dy
dx dx

Debbie DeMaria & Sharon Smothers

 23

f ( x) = 7 ( x) = 0
'
f

7 2
f "( x ) = 0 f ( x) = x
2

f ( x) = 7x
'
f "( x ) = 7

Debbie DeMaria & Sharon Smothers

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1 3
f ( x) = x f ( x) = x
' 2
3

f "( x ) = 2 x f ( x ) = 2x

f '
( x) = 2 f "( x ) = 0

Debbie DeMaria & Sharon Smothers

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f ( x) = x 2
f ( x ) = 2x
'

f "( x ) = 2 f ( x) = e x

f ( x) = e
' x
f "( x ) = e x

Debbie DeMaria & Sharon Smothers

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f ( x) = e 7x f ' ( x ) = 7e 7 x

f " ( x ) = 49e 7x
f ( x ) = sin x

f ' ( x ) = cos x f " ( x ) = − sin x

Debbie DeMaria & Sharon Smothers

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1
f ( x ) = ln x f ( x) =
'

1
f "( x ) = − 2 f ( x ) =11x3 + 7 x2 + 2
x

f ' ( x ) = 33x 2 + 14 x f " ( x ) = 66 x

Debbie DeMaria & Sharon Smothers

 28

f ( x) = 2 x f ' ( x ) = 2 x ln 2

f " ( x ) = 2 x ( ln 2 ) f ( x ) = tan ( 2 x )
2

f ' ( x ) = 2sec2 ( 2 x ) f "( x ) = 8sec ( 2 x ) tan ( 2 x )

Debbie DeMaria & Sharon Smothers

 29

TRIG GRAPHING REVIEW

USING THE INTERNET

Log On. Get on the Internet and go to:

http://www.usatoday.com/weather/waverage.htm

Follow the directions and fill in the table below for the indicated cities: Fairbanks Alaska, Miami Florida,
Washington D.C., and Sydney Australia.

Go to Find Forecast Enter City

Choose the correct location
Scroll down to Weather Tools – Planning
Click on Monthly Averages
Click on Table Display and copy data from Monthly Average High column

MONTHLY AVERAGE HIGH TEMPERATURES (F

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Fairbanks
Miami
Washington
Sydney

GRAPHING THE DATA

1. A. Press STAT
B. Choose EDIT
C. In L1 enter 0, 1, 2, …11 to represent the months January -- December
D. In L2 enter Fairbanks temperatures recorded above

2. A. Press STAT PLOT

B. Choose 1
C. Choose ON
D. Choose Type : Scatter Plot
E. X list L1, Y list L2
F. Press Window [-1,12] Xscale 1 [0,100] Yscale 10
G. Press Graph & copy graph on the axes provided.
3. Repeat all steps in 1 & 2 for Miami, Washington D.C. and Sydney.

Debbie DeMaria & Sharon Smothers

 30
4. Complete the table below and verify your equation by entering it into Y1 and graphing on top of the stat
plot
Amplitude Period Equation ( y = A cos (Bx) + D )
Fairbanks
Miami
Washington D.C.
Sydney

FAIRBANKS MIAMI
T 100
E T 100
M E
P M
E P
E
R O
F
A 50
R O
F
T A 50
U T
R U
E R
10 E
10

0
J F M A M J J A S O N D 0
MONTHS J F M A M J J A S O N D
MONTHS

WASHINGTON D.C. SYDNEY

T 100 T 100
E E
M M
P P
E E
R O
F R O
F
A 50 A 50
T T
U U
R R
E E
10 10

J F M A M J J A S O N D J F M A M J J A S O N D
MONTHS MONTHS

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SUMMARY

1. What is true about the “A” values for the equations for Fairbanks, Miami and
Washington D.C. ? ________________________

2. What is the A value for the equation for Sydney, Australia? ______ Why does it have an opposite sign
from the cities in # 1?____________________________________

3. Given the following table and graph, which city do you think the data best represents?
a. Perth (Australia) b. San Antonio c. London d. Toronto

Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec
month 0 1 2 3 4 5 6 7 8 9 10 11
F° 62 66 74 80 86 92 95 95 90 82 71 64

4. Write the equation in the form (y=Acos (Bx) +D) for the graph represented in #3 above.

y = _________________________________________________

Debbie DeMaria & Sharon Smothers

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Collegeboard http://www.collegeboard.com
All Experts Homework http://www.allexperts.com/edu/math.shtml
Help
Ask Mr. Calculus http://www.geocities.com/Athens/Acropolis/6432/
CyberCalc http://www.npac.syr.edu/REU/reu94/williams/calc-
index.html
Graphics for the http://www.math.psu.edu/dna/graphics.html
Calculus Classroom
Hofstra University http://www.hofstra.edu/~matscw/realworld.html
How to Ace Calculus http://math.ucdavis.edu/~calculus/
Karl’s Calculus Tutor http://www.karlscalculus.org/
Learning Calculus http://www.math.unl.edu/~smh/calc/index.html
On-Line Link to Calculus http://archives.math.utk.edu/calculus/crol.html#top
Resources
Rates of Change http://musr.physics.ubc.ca/~jess/hr/skept/Math/node10.h
tml
The Integrator http://www.integrals.com
Univ of Rochester http://www.rit.edu/~mkbsma/calculus/review/derivative.ht
ml
Univ of Tenn/ Visual http://archives.math.utk.edu/visual.calculus/
Calculus
*Accurate calculus websites as of 12/5/06

Debbie DeMaria & Sharon Smothers

 33

OBJECTIVE: To review Calculus topics, which include the Four Main Areas of
Study in Calculus---Limits, Derivatives, Definite Integrals, and Indefinite
Integrals

STANDARDS OF LEARNING: as an end of the year review project all SOL

benchmarks will be revisited

The end of the year project will have 5 components

TELL ME WHAT YOU HAVE LEARNED (30 points) Due __________

Groups (3-5 students) will pick a topic from units covered this year (i.e. vectors, polar, series, volume, area,
related rates, limits…)
Points
• Group will write down all they know about the topic (5)
• Group will make Versa-Tiles worksheet with key (5)
• Make Power Point Slides to illustrate concepts
(Include on one slide 2-3 good Internet sites) (15)
• Show Power Point to class & be ready to reteach concepts (5)

INTERNET RESEARCH (10 points) Due____________

• You will update current list of sites to see if they still exist (3)
• You will be asked to find and evaluate 2-3 new sites (3)
• A new list will then be generated that can be used for next year’s (4)
Calculus class and when you go to college

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SHOW ME WHAT YOU HAVE LEARNED (35 points) Due ________

Group will design a performance activity (let that creativity flow) that allows the class to demonstrate that
they have mastery of the group’s concept. Presentation should be 20-30 minutes.
Activity (20)
• Songs Presentation (15)
• Game
• Interactive web page
• Video
• Treasure hunt
• Models
• Other

TAKE OTHERS TO THE LIMIT (15 POINTS) Due _________

You will act as mentors for 7th grade-Algebra II students as they review their year’s coursework. (If absent
you must find someone to tutor and bring a note verifying that you have done so)

Extra credit opportunity (5 points)

Your group will develop one activity (or more) that introduces your concept, that could be used in a math
class (Algebra 1 – Precalculus)
• Teacher direction sheet & key (1)
• Identification of SOL standard covered (1)
• Activity (3)

SHARE WITH ME (10 points) Due _________

Type a letter to next year’s Calculus students that incorporates the following:
High points of your year in general, expectations for next year and hints on how to be successful in calculus.

Debbie DeMaria & Sharon Smothers

 35

ALGEBRA OBJECTIVE

To write the equation of two lines in slope-intercept form.

The lines indicate the velocity of two toy cars and the placement on “perpendicular roads”.
Find the intersection of the two lines.

PROCEDURE

The velocity will be determined using a CBR.

The placement will be determined by calculating the length and width of the::
• cars and position needed to avoid a crash at the intersection
• perpendicular “roads”.

ASSESSMENT

Use the equations of the lines to determine placement/timing of the cars to ensure a
“near miss” as the cars travel toward the intersection of the roads.

SUPPLIES & EQUIPMENT

1. 2 Cars per group

2. Graphing Calculator
3. CBR
4. Measuring Tape
5. "Ranger" Program from CBR
6. "Drive" Program for Graphing Calculator
7. Packet

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 36

PART A

1. CBR Set-up
1. Connect CBR to TI graphing calculator using cable.
2. Prepare the calculator to receive "RANGER" program by
Pressing 2nd Link arrow over to RECEIVE Enter
3. Open the pivoting head of the CBR and press the appropriate
calculator button. (TI-82/83)
4. Transfer the RANGER" program to calculator
5. Position car 1.5 feet from CBR facing away from CBR
6. An additional reflective surface may be needed to obtain
a good plot. ( You may want to mount an index card to the
car to assure a good target for the sensor.)

2. Run the "RANGER" program.

1. Press Program, Choose "Ranger", Press Enter Enter
2. Choose Set-Up/Sample from Main Menu
Settings:
REAL TIME: NO
TIME(S): 5 SECONDS
DISPLAY: DISTANCE
BEGIN ON: [ENTER]
SMOOTHING: LIGHT
UNITS: FEET

3. Arrow up to Start Now and Press Enter and start car at the same time.

4. View graph on calculator screen. To adjust your window

Press Enter Choose Option 4 : Plot Tools
Press Enter Choose: Select Domain
Debbie DeMaria & Sharon Smothers
 37
Trace to where you want your left bound
Press Enter and then trace to where you want your right bound
Press Enter and you will be back to the Plot Menu
Choose Quit

5. Your screen shows that L1 = TIME

L2 = DIST
L3 = VEL
L4 = ACCEL
PRESS CLEAR

PRESS STAT arrow to CALC

Choose option 4 : LinReg
Press 2nd 1 , 2nd 2
On your screen you should now see
LinReg(ax + b) L1 , L2
Press Enter
The value of a is the velocity of your car

6. Using the masking tape lay out perpendicular roads approximately 10 feet long.

7. Measure the length and width of each vehicle.

CAR #1 CAR#2
LENGTH
WIDTH
VELOCITY

8. Determine mathematically the placement of the car on the road so that one car will "just miss"
the other car at the intersection.

Use the equation y = mx + b , where m = velocity and b = distance from the intersection, and the
information from Question #6 find placement.

The equation for the placement is ___________________________________

Please describe both mathematically and in writing how you derived this equation.

Debbie DeMaria & Sharon Smothers

 38

POINT
VALUE DUE DATE
1. Math Tutoring 5 (30)
2. Letter 5 (10)
3. Show Us 10 (30)
4. Just Because 30
TOTAL POINTS 50 (100)
1. Math Tutoring
Calculus students will be paired with 7th graders – Algebra 2 students and act as a mentor to them as
they review this year’s material.
If you are absent on any of the mentoring session days you must make arrangements with a math
teacher to stay after school to help tutor. You must bring a signed note from that teacher in order to
get the credit.

Grading Criteria: Attendance and positive participation

2. Letter
Students will compose a letter to next year’s AP Calculus students. Give them the advice you should
have (did) follow(ed). Talk to them Letter should included a discussion of what strategies for
success worked best for you, what strategies didn’t work, and what strategies you would have tried if
you had to do it over again. This discussion would involve strategies both particular to your calculus
course and generally to your senior year!

Suggestions include: study groups, studying, doing homework, taking good notes, after school help,
reading ahead, jobs, time management, number of AP courses, sleep, etc.)
Grading Criteria: Letter must be at least two full typed pages, type size 12, one-inch margins,
double-spaced. In addition to the usual format, grammar, spelling, etc., it is
expected that sincerity of purpose be apparent.

3. SHOW US
A group (no larger than 4 students) will design a performance activity (let that creativity flow) that
demonstrates that they have mastery of a particular calculus concept. Presentation should be 10
minutes. There will be a random selection on the topic your group is assigned.

• Song • Video
• Story • Treasure hunt
• Game • Models
• Interactive web page • Other

Grading Criteria: Quality of project and effort of participants

Debbie DeMaria & Sharon Smothers

 39

OBJECTIVE:
Pick something that you have always wanted to learn to do.
(integration by parts, finding derivatives and antiderivatives of hyperbolic functions
sinh and cosh, swim, sew, change the oil/ flat tire in your car, cook a gourmet meal,
decorate a cake, etc) and learn to do it!

ASSESSMENT:
1. Attractive poster including
a. Your name
b. Project title
c. Photographs documenting your new skill and/or, knowledge
d. What mathematics was involved

2. Typed report, double-spaced, 1-inch margins, and Times New Roman 12 pt.
with details documenting what you learned and the steps you took to learn it.
This report should also include a personal assessment of the value of this
learning opportunity.

3. Letter signed by your parents acknowledging your new skill and their
opinion of it.

4. Class presentation
a. Approximately 5 minute presentation on final exam day
b. Model of your accomplishment (i.e. a decorated cake, videotape of
you doing your new skill, etc.)

IMPORTANT DEADLINES:

1. May 12: Topic chosen and turned in for approval.

2. May 22/23: Evidence that your learning process has begun. (This
can be in one of several forms: a photograph, a signed letter from a
parent, etc.)

3. June 5/6: Poster turned in and hung on the wall in classroom.

4. June 9-12: Presentation of your accomplishment.

Debbie DeMaria & Sharon Smothers

 40

!"
#. If f ( x) = 2 x, then f ′(2) = "$ "

% &'% %( )*+ ' " " -

"$ " * , '# "

f ( x) = x 2 f '(2) = . /" " -

3x "$ / / " -
0 Find f ' (1) of f ( x ) = + ln x
x +1 2

7
1 1 2 " " -
1 If y= + then y’+1= ?
sec x csc 2 x
2

x x 2 ( x − 2) " / "
If f ( x) = + then f’(1)=
2 x +1
x3 + 2 x 2 − x 7 " / .
3 f ( x) = then f ' − is
x 8
d eln 6 x " " -
4
dx 4

−5 -5 - "
Given f ( x) = x 3 + 2 x 2 + x find f"
8
# Suppose the u and v are differentiable "$ 6
functions and that and u(0)=1, v(0)=2,
u ‘ (0)=3, u ‘ (2)=4, v ‘ (0)=5, v ‘ (1) =6.
w ' (0)
If w = u ( v( x) ) , find
10
## Find the velocity at t = 5 of a particle that "$ / " " /"
moves along the x-axis and its position in time
t 2 −1
is given as s (t ) = , t ≥ 0 , where t is
t −1
measured in seconds and s in meters.

7 $ / 8 " " " " . ' / " 9 " /" " 9 / /

" " . " % 9 " / / " " " * "
" * " " * :
" / ! " " " " ; # 1 / $ 2 .
$ " " / / 0 . " $ " < / /" $ / "
/ " * " - #% #1

= 0 . /

Debbie DeMaria & Sharon Smothers

 41

!"
#. If f ( x) = 2 x, then f ′(2) = % "$ "

% &'% %( )*+ ' # " " -

"$ " * , '# "

f ( x) = x 2 f '(2) = 0 . /" " -

3x # "$ / / " -
0 Find f ' (1) of f ( x ) = + ln x
x +1
2

7
1 1 #2 " " -
1 If y= + then y’+1= ?
sec x csc 2 x
2

x 2 ( x − 2) # 0 " / "
If f ( x) = x + then f’(1)=
x +1
x + 2 x2 − x
3
7 # 0 " / .
3 f ( x) = then f ' − is
x 8
d eln 6 x ## % "
4 " -
dx 4
−5 # 0 -5 - "
Given f ( x) = x 3 + 2 x 2 + x find f"
8
# Suppose the u and v are differentiable % "$ 6
functions and that and u(0)=1, v(0)=2,
u ‘ (0)=3, u ‘ (2)=4, v ‘ (0)=5, v ‘ (1) =6.
w ' (0)
If w = u ( v( x) ) , find
10
## Find the velocity at t = 5 of a particle that # "$ / " " /"
moves along the x-axis and its position in time
t 2 −1
is given as s (t ) = , t ≥ 0 , where t is
t −1
measured in seconds and s in meters.

7 $ / 8 " " " " . ' / " 9 " /" " 9 / /

" " . " % 9 " / / " " " * "
" * " " * :
" / ! " " " " ; # 1 / $ 2 .
$ " " / / 0 . " $ " < / /" $ / "
/ " * " - #% #1

= 0 . /

Debbie DeMaria & Sharon Smothers

 42

Blonde Brownies
http://www.aviewofamerica.com/Recipes/Cookie
s/blondebrownies.htm

π
_____ cup(s) of sifted all-purpose flour
2
1. cos x dx
0
π
3
_____ teaspoon(s) of baking powder
2. sin x dx
0
1
_____ teaspoon(s)of baking soda
3. x 7 dx
0
1
_____ teaspoon(s) of salt
2
4. dx
0

5. What is the average value of f(x) = x2 on _____ cup(s) of butter

the interval [-1,1]

5
1 _____ cup(s) of packed brown sugar
6. dx = ln 5 a=
a
x
5
_____ egg(s)
7. (sin 2 x + cos 2 x) dx
4

_____ tablespoon(s) of vanilla extract

8. f(t)
x
Given g(x) = f (t ) dt at what value of
0

x does the local max of g occur?

1
2 _____ cup(s) semisweet chocolate chips
9. tan x dx +
1
3

Directions:
1. Preheat oven to 350 degrees F
2. Add sifted flour, baking powder, baking soda, and salt to a large bowl. Sift again. Mix well and set
aside.
3. Melt butter in a bowl. Add packed brown sugar and mix well. Cool slightly.
4. Add egg (beaten) and vanilla to butter and brown sugar mixture. Blend well. Add flour mixture, a
little at a time, mixing well.
5. Spread in 9 x 9 x 2 inch pan. Sprinkle chocolate chips on top. Bake for 20 to 25 minutes.

Debbie DeMaria & Sharon Smothers

 43

Blonde Brownies
http://www.aviewofamerica.com/Recipes/Cookie
s/blondebrownies.htm
π
2
___1__ cup(s) of sifted all-purpose flour
1. cos x dx
0
π
3
__1/2___ teaspoon(s) of baking powder
2. sin x dx
0
1
___1/8__ teaspoon(s)of baking soda
3. x 7 dx
0
1
2
___1/2__ teaspoon(s) of salt
4. dx
0

5. What is the average value of f(x) = x2 on ___1/3__ cup(s) of butter

the interval [-1,1]

5
1 __1___ cup(s) of packed brown sugar
6. dx = ln 5 a=
a
x
5
___1__ egg(s)
7. (sin 2 x + cos 2 x) dx
4

__1___ tablespoon(s) of vanilla extract

8. f(t)
x
Given g(x) = f (t ) dt at what value of
0

x does the local max of g occur?

1
2 __2/3___ cup(s) semisweet chocolate chips
9. tan x dx +
1
3

Directions:
1. Preheat oven to 350 degrees F
2. Add sifted flour, baking powder, baking soda, and salt to a large bowl. Sift again. Mix well and set
aside.
3. Melt butter in a bowl. Add packed brown sugar and mix well. Cool slightly.
4. Add egg (beaten) and vanilla to butter and brown sugar mixture. Blend well. Add flour mixture, a
little at a time, mixing well.
5. Spread in 9 x 9 x 2 inch pan. Sprinkle chocolate chips on top. Bake for 20 to 25 minutes.

Debbie DeMaria & Sharon Smothers

 44
Chocolate Monkey
This cool chocolate beverage has a hint of banana. Solve the following problems on Area to
determine the ingredients to make Chocolate Monkey:

1. __2_ Cup(s) vanilla ice cream,

slightly softened

2. _1/2_ Cup(s) milk

3. __1_ medium banana, sliced

4. . __1_ packet ( 1 ¼ -once) Land O

Lakes Cocoa Classics
Chocolate Supreme Premium
Hot Cocoa Mix

~Place all ingredients in a 5-cup blender container and cover~

5. a. Blend ingredients until smooth-

(a) _30_ to (b) _60_ seconds.
b.

6. Makes __4__ servings.

7 TIP: For extra fudge flavor, add

_2__ tablespoons fudge ice cream
topping to mixture and blend until
smooth.

Debbie DeMaria & Sharon Smothers

 45
Math Holiday
http://www.calculus-help.com/funstuff/carols.html

Riemann Sums(sung to the tune of Jingle Bells)

http://www.kididdles.com/mouseum/midi/j016.mid Music
Riemann Sums, Riemann Sums
Counting Areas
Of rectangles whose widths get small
We need to count them all
Riemann Sums, Riemann Sums
Counting Areas
Of rectangles whose widths get small
We need to count them all.

We learn to integrate
It's really lots of fun.
It's easier to find
Than those old Riemann Sums
We learn to sub a u
When things get sort of hard
But most of all we tabulate
When we get sick of parts.
[repeat the refrain]

Derivatives, Derivatives(sung to the tune of O Christmas Tree)

http://kididdles.com/mouseum/midi/o050.mid music
Derivatives, derivatives
They help us find the rate of change.
Derivatives, derivatives
They're not that hard, they're in our range.

The product rule is so much fun

It's one prime two plus two prime one d
Derivatives, derivatives (sin x)
They help us find the rate of change.
http://www.wildstrom.com/susan/CHRISTMASsongs.pdf
dx
FILL THE BOARDS WITH DIFFERENTIALS (sung to Deck the Halls)
http://kididdles.com/mouseum/midi/d026.mid music
Fill the boards with differentials
Fa La La La La La La La La
Note that du’s are essential
Fa La La La La La La La La 1
C;s are constants here before us dx
Fa La La La La La La La La x
Integration can not floor us
Fa La La La La La La La La

Debbie DeMaria & Sharon Smothers

 46

Page 2 Limits
1 2 3 4 5 6 7 8 9 10 11 12
1 0 -2 12 DNE ∞
-∞ ∞ 2 1/2 -12 -1/2 1/12

Page 3 Series
1 2 3 4 5 6 7 8 9 10 11 12
1 converge 6 diverge ln 2 absolute conditional ex 1 cos x sin x .6319
1-x

Page 10 PlayDoh Solutions

V CALCULUS GEOMETRY
1. 75 π 3 π (52)3
π 52 dy
0
2. 45 π 5 π (32)5
π 3 dy 2

0
3. 25 π 3 2 ( π (52)3)/3
5
π 5 − y dy
0
3
4. 15 π 5 2 ( π (32)5)/3
3
π 3 − y dy
0
5
5. 75 π 5 ( π (42)5) – ( π (12)5)
π (4 2
−1 2
) dy
0
6. 40 π 3
5
2 18 3
36π π
π 6− y − 12 dy 5
− 5 − 3π
0
3 3 3

P.29 Trig Graphing Review

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Fairbanks 2 10 26 44 61 71 73 67 55 32 12 5
Miami 73 73 75 79 82 86 87 87 86 83 78 75
Wash. DC 43 47 55 66 76 84 89 87 80 69 58 48
Sydney 79 79 77 73 68 63 62 64 68 72 75 78

Amplitude Period Equation ( y = A cos (Bx) + D )

Fairbanks 34.5 12 y = -34.5 cos ( πx/6) + 36.5
Miami 7 12 y = -7 cos ( πx/6) + 80
Washington D.C. 23 12 y = -23 cos ( πx/6) + 66
Sydney 8.5 12 y = 8.5 cos ( πx/6) + 70.5

Debbie DeMaria & Sharon Smothers