<p>When do your teachers get through all the material by? Ours finishes a month before the test, so we use the month prior to review. I think this is a bit extreme, but apparently 80% of the class gets 5s, so I guess it’s ok.</p>
<p>It seems like my class is around the same point as everyone else. Dfree124 I’m not sure when we finish. I think that they had a few weeks of rewview last year, but its a different teacher this year so I guess I’ll just wait and see. My schools having midterms this coming week and my teacher spent about a good chunk of class time reviewing for it. We also have been getting practice tests for homework were my teacher just tells us the numbers not to do on the stuff we haven’t learned yet.</p>
<p>My class last year finished about a month to a month and a half before the exam.</p>
<p>My class is supposed to finish early February, just like last year. Then we re learn everything and do practice exams.</p>
<p>Not sure how far the exam goes, but we might only have 2 chapters left. There’s a whole chapter on e/ln(x) for some reason, and then there’s a chapter on “applications of integrals”. I feel like everything after is Calc BC/II territory.
We covered like 4 chapters 1st semester (up to integration techniques), so I’m guessing we’ll be done March-ish. Of course, our school year doesn’t even start until after labor day, so that has to be taken into consideration. That’s why in Physics we have a whole month for building rube goldbergs. XD</p>
<p>so I haven’t posted in here in quite some time but I really need some help. Tomorrow first thing in the morning we’ve got a quiz on a bunch of integrals and stuff and I’m having some major trouble doing the ones where you like take the derivative of the integral when it’s going from like 0 to x or any constant to like x or x^2 and the other way around. my teacher calls it the “fundamental theorem of calculus.” And uhh, yea if anybody can help that’d be greatly appreciated</p>
<p>[Pauls</a> Online Notes : Calculus I - Definition of the Definite Integral](<a href=“http://tutorial.math.lamar.edu/Classes/CalcI/DefnOfDefiniteIntegral.aspx]Pauls”>http://tutorial.math.lamar.edu/Classes/CalcI/DefnOfDefiniteIntegral.aspx)
Scroll down to “Fundamental Theorem of Calculus, Part I”
Or search that on youtube (some people write it as FTC 1) and watch some videos. Most of the problems you will encounter will involve replacing the variable in the integrand with the variable found in the upper limit of integration (the chain rule applies) and getting rid of the integral sign. Sometimes you have to change the integral to fit the form demanded by the theorem.</p>
<p>Oh wow haha thanks man but literally like 15mins after I posted that, it all started clicking for me. It’s not nearly as hard as he explained it in class whatsoever. He has a way of making things 10x harder than they really are</p>
<p>I am a senior this year. Im studying ap calc ab independently, and I have some questions about some topics, such as the Applications of antidifferentiation，Numerical approximations to definite integrals and Techniques of antidifferentiation. I hope somebody can help me out here. Becuz im taking the ab exam in May.</p>
<p>anyone else studying AB independently? what books(both textbook and review books) are you using? has anyone used calculus by foerster?</p>
<p>anybody using the larson calculus book? how is it?</p>
<p>My class finishes the day before the exam UGH! Our teacher said we have to push the final test till after the exam :(</p>
<p>Up to logs and exponentials and taking their derivatives and anti derivatives. I feel like we’re flying by.</p>
<p>Just finished Fundamental Theorem of Calculus… and also just decided I’m going to self study Calc BC. Yeeeeeee</p>
<p>Does anybody know the answer to this question? </p>
<p>True or False: For a function to have an inverse, it must be differentiable.</p>
<p>I know it’s false, but I can’t explain why. </p>
<p>I can prove the converse though, a function does not need to have an inverse to be differentiable because y=x^2 does not have an inverse function that is one-to-one yet it can be differentiated to y’=2x</p>
<p>My teacher told our class some interesting things about the FRQs on the test the past years.</p>
<p>He said the graders are being really strict on the grading. </p>
<p>For example: On a Riemann Summs question, if someone wrote the answer as, say, “50”, they’d get no credit on the question. Same thing if they wrote 10+10+10+10+10=50. They’d get no credit, even if they drew a graph with everything labled.</p>
<p>He said to get credit, the graders wanted you to put (5<em>2)+(5</em>2)+(5<em>2)+(5</em>2)+(5*2)=50, since it’s a rectangular thing or something like that. </p>
<p>Also, he had an example where the question was asking for the slope at a certain point. The answer was (5/1), but just simply putting “5” would get you no credit for that question. </p>
<p>Just a heads up for y’all that weren’t aware of how strict the graders are on the FRQs.</p>
<p>We’re on inverse trig stuff. Where’s everyone else?</p>
<p>I don’t think they’re that strict. From what I’ve seen reading posts here:
[Math</a> Forum Discussions - ap-calculus](<a href=“Classroom Resources - National Council of Teachers of Mathematics”>Classroom Resources - National Council of Teachers of Mathematics)
the consensus is that any mathematically correct answer is suitable. Of course, you have to show that you are using calculus to get to the answers (so for a riemann sums question you have to show your work).</p>
<p>We’re doing series right now. It’s all really easy. I’m not sure why it’s taken this long. Anyway, we have our test on series early next week, then we’ll do taylor series and be done.</p>