IB Calculus SL
1.0 Credit
Mr. Brown jbrown@fwps.org
(253) 945-5649
Greetings to the students of my class! I’m looking forward to the upcoming year and am excited to get to know EACH of you. You’re probably wondering what’s going to be happening in here for the year, so here is an explanation of what to expect. It is my goal to make this class fun, interesting, and understandable, but in order for this to happen, you must meet me half way by putting your best effort into your learning.
Power Standards:
This class will be graded according to a Standards Based System. The primary purpose of grades is to communicate a summary of student achievement at a particular point in time relative to the following standards:
(PS1) Understand the necessary foundations of IB.

Applications of angle properties

Review of foundational Calculus and Probability

Review of graphical applications of advanced Algebraic and Trigonometric properties, and applications of foundations of calculus, geometry, probability and technology
(PS2) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Limits.

Indeterminate Case

Approaching a number over zero

Approaching the square root of zero

Understand the definition of limits

Understand the definition of continuity and its applications to the IVT
(PS3) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Derivatives.

Understand an apply the definition of a Derivative

Know common derivative rules for power and trigonometric functions

Use the product and quotient rules

Use the chain rule

Find the 2 nd Derivative
(PS4) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Derivatives as a Rate of Change.

Finding the slope and equation of a tangent line

Use implicit differentiation

Solve related rate problems

Applying derivatives as a rate of change to motion

MVT
(PS5) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Extrema.

Finding local extrema

Finding global extrema

Using the 1 st derivative test

Using the 2 nd Derivative Test

(PS6) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Graphing Rational Expressions.

Finding and applying concavity

Applying limits at infinity as asymptotes
(PS7) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Integrals.

Finding anti-derivatives

Applying the FTOC vI and vII
(PS8) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Area and Volume.

Finding definite integrals

Finding the area between curves

Finding volumes of rotation
(PS9) Understand Vectors through both algebraic and geometric approaches.

Determine the foundations of vectors

Perform operations with vectors

Use the vector equations of lines to find points of intersection
(PS10) Understand basic concepts of descriptive Statistics and modeling data.

Construct probability distributions and compute expectation for discrete random variables

Calculate probabilities for binomial distributions

Find normal probabilities and the reverse process

Explore measure of central tendencies and spread including mean, median, mode, variance and standard deviation

Determine standard deviation and/or mean of a non-standard normal distribution using the z-score formula
(PS11) Apply aspects of the Learner Profile.

Knowledgeable: I will learn a variety of skills and techniques that will enable me to produce work that shows in-depth knowledge of concepts, ideas and issues.

Reflective: I will reflect on my own skills and techniques in applying Mathematical skills. I will be able to assess and understand my strengths and limitations to support my learning and personal development.

Thinkers: I will apply critical thinking to solve creative e problems. I will make decisions that highlight my ability to reason (find solutions).
(PS12) Understand the basic concepts and techniques of differential and integral calculus and their application in the context of Further Calculus Topics.

Determine volumes of solids with a base of a known cross-section

Solve separable differential equations and draw their slope fields

Determine higher level volumes of rotation
 Apply L’Hopitals rule
Major Course Project and Assignments:
Each of the above Power Standards will be assessed as being Met or In Progress depending on demonstration of the learning targets. Each learning target requires at minimum two pieces of evidence in order to demonstrate mastery . This evidence will be collected in the form of summative tests, in-class quizzes, collections of evidence of mastery in a portfolio, or when appropriate, teacher observation.

Assignments and Daily Practice (Evaluative Assessments)
Assignments will be given daily, in the context of drill and practice or as a follow-up to an in-class activity and are all about practice and learning. Each assignment will either be due that day or the following day in class. Effort is the most important tool for success in this area. If you do the problems, show your work, and turn it in on time, you will be well-equipped to monitor your progress towards meeting the standard, and you will know what adjustments to make or gaps to fill prior to your summative assessments.
Homework will be collected daily and recorded to monitor your progress toward meeting standard. A collection of your daily assignments and work can be used as one piece of evidence of mastery of a learning target.
Tests/Quizzes/Projects (Summative Assessments)
Tests: These are the assessment pieces used to determine if standard is met. They come at the end of a unit, and will assess the various learning targets of the Power Standards above. Tests will often focus on one Power Standard and its learning targets, but might also focus on multiple Power Standards and learning targets at once. Projects can also be assigned as an alternative method of assessing the degree to which you understand the Power Standards. Summative assessments and quizzes will provide you with many opportunities to show evidence of mastery of the learning targets. Your grade in the class will be determined by the number of assessed Power Standards you have mastered according to the following sliding scale:
High School Credit Bearing Grade Chart (HSCBG Chart)
# of Standards assessed
9
8
7
6
12
11
10
5
4
3
A
10
10
9
8
7
6
5
5
4
3
9
8
7
6
B
9
5
4
4
3
NA
# of “Y”s required for Letter Grade Equivalent
C
8
P
NA
IP
NA
8
7
6
5
NA
NA
NA
NA
NA
NA
NA
NA
4
3
3
2
NA
NA
NA
NA
NA
2
NA
NA
NA
NA
1
7
6
5
4
I
7
3
2
2
1
NA
2 NA NA NA 2 1 NA 0
Note: A Power Standard will not be given a “Y” until a student has demonstrated mastery of each of its learning targets twice.
Safety Net: The grade in this course will be determined at the power standard level, as outlined above, or by percentage of learning targets achieved versus total assessed, whichever results in the higher grade for the student. This Safety Net will be calculated as follows
Learning Target Grade Safety Net:
90% or higher of total Learning Targets Assessed ----- A
80% - 89% of total Learning Targets Assessed -------- B
70%- 79% of total Learning Targets Assessed -------- C
Below 70% of total Learning Targets Assessed ------ F
Note: The online grading system and reporting website (GO2) will only reflect your grade calculated at the Power Standard level. For this reason, The Safety Net grade will only be put in by the instructor at semester time. However, students will be given frequent updates of their progress in class in relation to the learning target Safety Net.
F
6 or less
6 or less
5 or less
4 or less
3 or less
2 or less
1 or less
1
0
0

Make-Up Policy:
Attendance: Attendance is important for your success in this class. If your absences are excused, you will be able to make up any assessments missed during the absence. However, make sure you are prepared to take the test immediately upon your return…be prepared. If you knew about the test, you will be expected to be ready.
Retake Policy:
Calculus students will have at minimum two attempts to meet each learning target during class time, with feedback between each attempt.
Safety Net: A student who fails to meet the sufficient number of learning targets in order to be passing after two attempts in class will be given more opportunities until the grade is up to passing (at least 70% mastery of learning targets), provided these attempts are completed within a reasonable amount of time
(usually two weeks or before the next unit’s assessment).
Prior to re-attempting the targets, students may be required to:
- Set up a time/location that will work for both them and their teacher.
- Demonstrate that they are prepared for the re-attempt.
STUDENT SIGNATURE:
PARENT SIGNATURE: