It is not sufficient to graph the function or use a built-in minimum folder. For example, if the student is asked to find a relative minimum value of a function, the student is expected to use calculus and show the mathematical steps that lead to the answer. For solutions obtained using a calculator capability other than one of the four required ones, students must also show the mathematical steps that lead to the answer: a calculator result is not sufficient. The student does not need to compute the antiderivative the calculator may be used to calculate the value of the definite integral without further explanation. For example, if the student is asked to find the area of a region, they are expected to show a definite integral (i.e., the setup) and the answer. They may also be asked to use complete sentences to explain their methods or the reasonableness of their answers, or to interpret their results.įor results obtained using one of the four required calculator capabilities listed below, students are required to write the setup (e.g., the equation being solved, or the derivative or definite integral being evaluated) that leads to the solution, along with the calculator result. Showing Work on the Free-Response Sections of the Exams The committee continues to monitor the developments of technology and reassess the testing policy regularly. Exam restrictions should not be interpreted as restrictions on classroom activities. Therefore, the committee has found it necessary to make certain requirements of the technology that will help ensure that all students have sufficient computational tools for the AP Calculus Exams. Other graphing calculators are intended for students studying mathematics at lower levels than calculus. Some calculators are much more powerful than first-generation graphing calculators and may include symbolic algebra features. The range of capabilities of graphing calculators has increased significantly. The committee can develop exams that are appropriate for any given level of technology, but it cannot develop exams that are fair to all students if the spread in the capabilities of the technology is too wide.
The AP Calculus Development Committee considers two main concerns when deciding what level of technology should be required for the exams: equity issues and teacher development. Teachers should use this technology on a regular basis with students so that students become adept at using their graphing calculators. The use of a graphing calculator in AP Calculus is an integral part of the course.
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APCALCULATOR AP LANG REGISTRATION
Access and Initial Setup in AP Registration and Ordering.Confirming or Waiving Accommodations for Digital AP Exams.Installing the Testing App on Student Devices.National Examinations in World Languages.
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