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For AP Calculus AB and BCThis course is available on MyMathLab for School.The sixth edition of 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* Calculuscourses to ensure that they were consistent with the best college and university courseswith similar educational goals. This review resulted in a repackaging of the course descriptionsin terms of big ideas, enduring understandings, learning objectives, and essentialknowledge, but the learning goals remained essentially the same. That allowed us to retainthe overall flow of our previous edition and concentrate our attention on how we might bemore 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 thelearning objectives in the new AP Curriculum Framework, they do reflect the intentions ofthe 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 tograph functions, solve equations, evaluate numerical derivatives, and evaluate numericalintegrals. Students will understand the meaning of the derivative as a limit of a difference quotientand 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 Riemannsums and as a net accumulation of change over an interval, and they will understand andappreciate the connection between derivatives and integrals. Students will be able to model real-world behavior and solve a variety of problemsusing functions, derivatives, and integrals; they will also be able to communicate solutionseffectively, using proper mathematical language and syntax. Students will be able to represent and interpret differential equations geometrically withslope fields and (*) numerically with Eulerâ s method; they will be able to model dynamicsituations with differential equations and solve initial value problems analytically.(*) Students will understand the convergence and divergence of infinite series and willbe able to represent functions with Maclaurin and Taylor series; they will be able toapproximate or bound truncation errors in various ways.(*) Students will be able to extend some calculus results to the context of motion in theplane (through vectors) and to the analysis of polar curves.Changes to This 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 decade, so he truly understands what AP teachersand students are looking for in these pages.A Few Global ChangesAs with previous editions, we have kept our focus on high school students taking one of the College Boardâ s AP courses, Calculus AB or Calculus BC. The topics in the text reflect both the c.
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