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PBA Final

This document outlines a lesson plan for teaching students about rates of change and the concept of the derivative. The key understandings are that curves can be viewed as a joining of almost linear pieces, and that an infinitesimally fine approximation is often needed to yield the exact value. Students will learn about average and instantaneous rates of change, limits, the difference quotient, and how to calculate derivatives and tangent lines. The lesson plan progresses from conceptual understanding of limits to skills like calculating derivatives and applying them. Students will be assessed through skills-based tests, LoggerPro investigations of motion, writing assignments, and other performance tasks.

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Bowman Dickson
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© Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online on Scribd
11K views10 pages

PBA Final

This document outlines a lesson plan for teaching students about rates of change and the concept of the derivative. The key understandings are that curves can be viewed as a joining of almost linear pieces, and that an infinitesimally fine approximation is often needed to yield the exact value. Students will learn about average and instantaneous rates of change, limits, the difference quotient, and how to calculate derivatives and tangent lines. The lesson plan progresses from conceptual understanding of limits to skills like calculating derivatives and applying them. Students will be assessed through skills-based tests, LoggerPro investigations of motion, writing assignments, and other performance tasks.

Uploaded by

Bowman Dickson
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CkGANI2ING IDLA

8io ldeo {concept thot oroonites the unit)


8elaLlonshlps beLween LlmlLs and 8aLes of
Chanaes

ssentio/ Ouestion{s)
Whv do we need an absLracL concepL llke lnflnlLv Lo
deflne someLhlna as concreLe as a raLe of chanae?
When ls lL lmporLanL Lo be exacL and when ls lL
beneflclal Lo make approxlmaLlons?
Pow can Lhe parLs lnform Lhe whole and how can
Lhe whole lnform Lhe parLs?
CU1CCML5

ndurino understondino{s)
l wanL sLudenLs Lo undersLand LhaL
Curves can be concepLuallzed as a [olnlna
LoaeLher of almosL llnear pleces
An lnflnlLelv flne approxlmaLlon of a quanLlLv ls
ofLen needed Lo vleld Lhe exacL value
Misconception{s) tied to thot understondino
1he llLLle pleces LhaL a funcLlon ls broken down
lnLo are acLual llne seamenLs and noL curves
8ecause Lhe lnsLanLaneous raLe of chanae ls a
llmlL lL lsnL a real Lhlna
know/edoe
SLudenLs wlll know LhaL
1he secanL llne and Lhe LanaenL
llne represenL Lhe averaae raLe of
chanae and Lhe lnsLanLaneous
raLe of chanae respecLlvelv
1he derlvaLlve ls a slope
funcLlon
1here ls a dlfference beLween
Lhe meanlna of Ax and dx

i//{s)
SLudenLs wlll be able Lo
ueLermlne llmlLs uslna numerlcal alaebralc and araphlcal meLhods
CalculaLe Averaae 8aLe of Chanae beLween Lwo polnLs
ApproxlmaLe Lhe lnsLanLaneous raLe of chanae aL a polnL uslna
numerlcal alaebralc and araphlcal meLhods
llnd Lhe derlvaLlve funcLlon uslna Lhe formal deflnlLlon of Lhe
derlvaLlve
use Lhe derlvaLlve funcLlon Lo deLermlne Lhe lnsLanLaneous 8aLe of
Chanae aL a polnL
ueLermlne Lhe equaLlon of a LanaenL llne aL anv alven polnL
A55L55MLN1 LVIDLNCL

9erformonce 1os{s) note thot this is not necessori/y in order
1 Skllls based LesL on Lhe skllls above (see sample quesLlons below)
1 Loaaerro deLermlnaLlon of lnsLanLaneous veloclLv and averaae
raLe of chanae ldenLlfv someLhlna LhaL has a chanalna veloclLv
lllm Lhe moLlon of LhaL Lhlna and upload lnLo Loaaerro uslna
Loaaerro answer Lhe followlna calculaLlons
1 lck a cerLaln spoL ln Lhe fllm and calculaLe Lhe followlna
l 1he averaae veloclLv durlna Lhe second before
Lhe polnL and Lhe averaae veloclLv durlna Lhe
second afLer Lhe polnL
ll WhaL would vou need Lo do aeL a beLLer
approxlmaLlon of Lhe lnsLanLaneous veloclLv aL
LhaL polnL? uo LhaL
3 WrlLlna asslanmenL WrlLe abouL Lhe concepLual and araphlcal
slmllarlLles and dlfferences ln meanlna beLween Lhe Lwo equaLlons
ther vidence














below
a
(x+h)
2
-x
2
h

b
h-0
(x+h)
2
-x
2
h

4 CreaLe a lesson explalnlna Lhe dlfferences beLween averaae and
lnsLanLaneous veloclLv Lo a mlddle school sLudenL use examples
buL do noL assume vour audlence knows a loL abouL raLes of
chanae [usL Lhelr own llfe experlences
3 Clven a plcLure of a funcLlon
a uraw Lhe LanaenL llne aL 3 dlfferenL polnLs
b Lxplaln whaL Lhese LanaenL llnes Lell us abouL Lhe funcLlon
c uraw a rouah skeLch of Lhe derlvaLlve of Lhe funcLlon
6 l uraw a araph and label flve polnLs such LhaL
a AL polnL A Lhe slope of Lhe funcLlon ls exLremelv neaaLlve
b AL polnL 8 Lhe slope of Lhe funcLlon zero
c AL polnL C Lhe slope of Lhe funcLlon ls sllahLlv neaaLlve
d AL polnL u Lhe slope of Lhe funcLlon ls exLremelv poslLlve
e AL polnL L Lhe slope of Lhe funcLlon ls sllahLlv poslLlve
ll WhaL can Lhe slope aL Lhese speclflc polnLs Lell vou abouL Lhe
behavlor of Lhe funcLlon around Lhese polnLs?
7 Clven Lwo araphs one a nlce curve and one a slmllar shape LhaL
ls made of connecLed dlscreLe llne seamenLs (wlLh Lhe same seL of
10 polnLs see Lhe plcLures Lo Lhe rlahL)
a WhaL are Lhe slmllarlLles and dlfferences beLween Lhe Lwo
araphs?
b Movles llke Lhe PobblL are shoL uslna a serles of rapldlv
collecLed frames usuallv around 30 frames per second Pow
ls Lhls approxlmaLlon of real llfe?
c Pow does Lhe approxlmaLlon ln parL b relaLe Lo Lhe araphs Lo
Lhe rlahL?












LAkNING AN
roaress Lhrouah Lhe maLerlal ln Lhe same order as Lhe skllls llsLed above
1 ueal concepLuallv wlLh Lhe ldea of a llmlL and Leach sLudenLs how Lo flnd llmlLs uslna Lhe Lhree
dlfferenL meLhods
1 8evlew alaebra and preCalculus concepLs abouL slope and Leach sLudenLs how Lo calculaLe an
averaae raLe
2 use a varleLv of experlenLlal learnlna acLlvlLles Lo help sLudenLs learn Lhe dlfference beLween
lnsLanLaneous and averaae raLe of chanae
a) uslna Lwo sLopwaLches and a rolllna chalr calculaLe Lhe lnsLanLaneous veloclLv aL anv
alven Llme
b) Loaaerro examlnaLlon of moLlon (descrlbed above)
3 lnLroduce Lhe dlfference quoLlenL and calculaLe lnsLanLaneous raLes of chanae uslna Lhe llmlL of a
dlfference quoLlenL as h approaches 0 ueLermlne baslc derlvaLlves Lhe same wav
4 use derlvaLlves Lo calculaLe lnsLanLaneous raLes of chanae and Lo calculaLe Lhe LanaenL llnes Lo a
funcLlon aL anv polnL
kU8kIC
4 ?ou have LoLallv masLered Lhe skllls lnvolved have demonsLraLed a full undersLandlna of Lhe
concepLs lnvolved have clearlv showed all sLeps of vour reasonlna have used noLaLlon
correcLlv have wrlLLen exemplarv and clear prose and have made no alaebralc errors
33 ?ou have LoLallv masLered Lhe skllls lnvolved have demonsLraLed a full undersLandlna of
Lhe concepLs lnvolved have made a small noLaLlonal error or a verv small (nonfaLal) alaebralc
error
3 ?ou have a flrm arasp of Lhe skllls lnvolved have demonsLraLed an almosL full undersLandlna
of Lhe concepLs lnvolved buL vou posslblv dldn'L show sLeps of vour reasonlna dldn'L use
noLaLlon LoLallv conslsLenLlv could have wrlLLen clearer prose and/or made a sllahL (buL non
faLal) alaebralc error
2 ?ou have demonsLraLed some concepLual undersLandlna of Lhe skllls lnvolved ?ou posslble
have some confused reasonlna dld noL compleLelv answer Lhe quesLlons dld noL use
conslsLenL noLaLlon wroLe muddled prose and/or made more Lhan one (nonfaLal) alaebralc
errors
1 ?ou have demonsLraLed a weak concepLual undersLandlna or none aL all of Lhe skllls
lnvolved ?ou posslblv have confused reasonlna poor prose and/or made on or more serlous
(faLal) alaebralc errors
0 ?ou have been absenL or lefL Lhe problem blank


Sample Skllls 1esL CuesLlons





A. Sketcb a grapb wltb tbe tollowlng restrlctlons:
(l) Tbe oomaln ot 1 ls (
(ll) ( 4) ( 1) () 0 1 1 1 = = =
(lll)
4
lim ( )

1
F
= ,
1
lim ( ) 4

F
= ,
1
lim ( ) 1

F
= ,

lim ( ) 2

F
=




o 4 1 2 l l 2 1 4 o 7
o

4
1
2
l
l
2
1
4

|oentlty tbe tollowlng llmlts ot tbe tunctlon ( ) 1 :






0
lim ( )

F
=

2
lim ( )

F
=

4
lim ( )

1
F
=

0
lim ( )

F
=

lim ( )

1
F

lim ( )

1
F
=

0
lim ( )

1
F
=

1
lim ( )

F
=

lim ( )

1
F
=

(0) 1 =

(1) 1 =

(2) 1 =

7 o 4 1 2 l l 2 1 4 o 7
7
o

4
1
2
l
l
2
1
4

o
7

C. Glven tbe tollowlng pos|t|on versus t|me grapbs, sketcb a ve|oc|t, versus t|me grapb below.





l0 20 10 40 0 o0 70 ?0
l0
20
10
40
0
o0
70
9ime(seconds)
posi9ion(me9ers)
l 2 1 4 o 7 ? 7 l0 ll l2
o

4
1
2
l
l
2
1
4

l0 20 10 40 0 o0 70 ?0
40
10
20
l0
l0
20
10
40
9ime(seconds)
veloci9(m/sec)
l 2 1 4 o 7 ? 7 l0 ll l2
o

4
1
2
l
l
2
1
4

F. |t
1
( )
1
1

, calculate tbe ,ver,e 0C over tbe lnterval [2,7]. Please sbow all work.
G. part |: |t
2
( ) sin( ) 1 = , estlmate tbe |nst,nt,neous 0C at tbe polnt 2. = . [Please remember
to keep your calculator ln raolan mooe.] Please sbow all work. To be as eact as posslble, please use
tbe STO tunctlon tbat we talkeo about ln class. Sbow all your work/calculatlons.
G. Part ||:
|n tbe tollowlng pos|t|on versus t|me grapb, oroer tbe tollowlng |nst,nt,neous ve|oc|t|es trom LLAST to
MOST: t=1, t=3, t=6, t=8, t=10.5. Lplaln ln a tew sentences bow you oecloeo on your oroerlng.



LLAST TO MOST:


l 0 2 0 1 0 4 0 0 o 0 7 0 ? 0 7 0 l00 ll0 l20 l10
10
20
l0
l 0
2 0
1 0
4 0
0
o 0
7 0
? 0
7 0
9ime
posi9ion
91
9
9
9 910.
L. Part 1: Use tbe tormal oetlnltlon ot tbe oerlvatlve to tlno tbe oerlvatlve ot

iller( ) 2 =
Part ||: Use tbe tormal oetlnltlon ot tbe oerlvatlve to tlno tbe oerlvatlve ot 'ese( ) 1 =
F. Wrlte oown tbe tormal oetlnltlon ot tbe oerlvatlve. Tben eplaln you may use tbe grapb below to
belp you lllustrate wbere tbat oetlnltlon comes trom.




1 LeL () =
1
2

3
-
a uraw a LanaenL llne Lo Lhe araph aL
= .

b llnd Lhe eoootloo of Lhls LanaenL llne



l 2 1 4 o 7 ? 7
4
1
2
l
l
2
1
4

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