Advanced Functions and Introductory Calculus, Grade 12, University Preparation (MCB4U)

Description of Course:This course builds on students’ experience with functions and introduces the basic concepts and skills of calculus. Students will investigate and apply the properties of polynomial, exponential, and logarithmic functions; broaden their understanding of the mathematics associated with rates of change; and develop facility with the concepts and skills of differential calculus as applied to polynomial, rational, exponential, and logarithmic functions. Students will apply these skills to problem solving in a range of applications..

Pre-Requisite or Co-Requisite: MCF3M or MCR3U

Policy Document Reference: Page 38-43, in the Ministry Document, The Ontario Curriculum, Grades 11 and 12

Textbook(s):Mathematics

Unit Titles (With approximate time allotted per unit)

Chapter 1 (Polynomial Functions) 12 days

Chapter 2 (Polynomials Equations) 8 days

Chapter 3 ( Introduction to Calculus) 9 days

Chapter 4 (Differentiation) 14 days

Chapter 5 ( Part 1-Related Rates) 10 days

Chapter 5 ( Part 2- Optimization) 7 days

Chapter 9 (Curve Sketching ) 11days

Chapter 6 (Exponential Functions) 6 days

Chapter 7 ( Logarithms) 6 days

Chapter 8 ( Derivatives of Exp and Log Functions) 8 days

Chapter 9 ( Curve Sketching of Exp and Logs) 4 days

Review 3 days

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004.

Learning Skills 

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

Written reports

Projects

Oral presentations/communication skills

Homework

Quizzes

Assignments

Unit Tests

          Term Work Assessment   70%

          Summative Assessment  30

Assessment Instrument

Quizzes and/or Assignments 10%

Performance Tasks 10%

Unit Tests 40%

Rich Assessment Tasks and/or

Projects 10%

  Assessment Instrument

Final Examination 30%

Specific Course Expectations:

Students should have with them each day: ►3 ring binder containing lined, blank and graph paper, with dividers

►TI-83+ calculator or a scientific calculator

►Pencil, pen, ruler, eraser

►Myer Student Agenda

Students should attempt to fully complete each day’s assigned work and seek extra help with difficult topics.