AP Calculus AB Multimedia Study Guide Rubric

The goal of this project is to creatively demonstrate your knowledge of the

material in Chapters 1 & 2).

1. Each class will be divided into 4 groups to create a Clean and Legal
Power Point Study Guide Presentation that covers 1 of the following boxes
of mathematical concepts from the Calculus Textbook & class.

(1.1 1.3)
1.7 Trigonometry
2.1 Limits
(1.1 1.3)
1.6 Functions
2.2Continuity
(1.1 1.3)
1.5 Equations & Inequalities
2.3 Theorems
(1.1 1.3)
1.4 Transformations
2.4 Infinity

2. Create a Power Point w/ 5 10 slides with all of the project information
neatly & creatively arranged in a 15 20 minute oral presentation.
a. Slide 1 Title, Names (1
st
Name only), Class Period, & Picture or
Mathematical Cartoon/Comic
b. Slide 2 Chapter 1.1 1.3 (topics are to be selected by each group)
c. Slide 3 2
nd
Topic
d. Slide 4 3
rd
Topic
e. Slide 5 Conclusion - What did you learn and what was the most
interesting viewpoint that was learned?
3. Grading
Scale

4. Good Luck
& Have
Fun!


Additional Details
Calculus Sample
http://www.projectmaths.ie/workshops/WS8_NR/powerpoints/Session%202.pdf
Middle School Sample
http://ms.clinton.k12.ma.us/apps/pages/index.jsp?uREC_ID=127596&type=u
&termREC_ID=&pREC_ID=351053
30pts Power Point Layout, Structure, Organization, & Design
20 pts
Oral Presentation, Member Contributions/Involvement, &
Audience Participation
20 pts
Mathematical Usage Accuracy, Mathematician, &
Advanced Topic
10 pts Creativity & Neatness
10 pts Grammar & Technological Usage
10 pts
Promptness (10 pts = on time or 10 pts off for each day late)
Completed Link in Dropbox by 7am EST & Presentation =
Sept 4
th

100 pts Total Possible Points


Goals and Objectives:
Create a Math Multimedia Slideshow using PowerPointcomplete with digital images,
borders, clip art, word art and animations to make the presentation exciting!
Guide students through the design phase of their PowerPoint creations.
Learn about Design Strategies and practice applying them to their slides.
Use critical thinking skills to design a slide for each mathematical concept.
Learn how to use the drawing toolbar and custom animations.
Use search engines effectively to find information to enhance slides.
Learn how to use Action Buttons to hyperlink to internet
sites and hyperlink to other slides.
To build a mathematical study guide by having students
research the special meaning of concepts in calculus.
To help to review for Unit Test 1 & the AP Final Exam in
May by demonstrating their understanding of calculus.
This provides review and remediation to all students.
Create a polished slideshow with a clear focus, adequate
detail that highlights calculus material in chapters 1 & 2. This
show will be used on our Interactive White Board!
View the Slideshow with Grades 11 and 12
students/teachers to demonstrate all of their technology
skills and re-teach Chapters 1 & 2 material!

Check List
Title Slide
Group Members 1
st
Name only
Closing Slide
10 Slide Max
Math Comic/Math Cartoon
3 Real life examples (1 for
each section)
Mathematician(s)
Advanced Math Topic
Great Pictures/Visuals
Custom Animation
Great Good Fair Slight
Website Link(s)
Tutorial animated
interactive practice quiz/test
problems youtube song
Creative
Power Point link sent to Ms.
Blackwell by Sept 4
th

Good Color Scheme
Good Presentation Design
Work Cited (as needed)
Original Math Problems &
Solutions
Clear, consise, and accurate
presentation of the
mathematical topics
Slide Score
4 3+ 3 3- 2+ 2 2- 1
Overall Presentation Score
A+ A A- B+ B B- C+ C C- D F



PowerPoint Design Elements Rubric
Name_______________________Date________________

Clinton Middle School
Category 0-3 Points
4-6 Points
7-10 Points
Color Scheme

Color scheme has more than
7 colors and color scheme
doesnt match the theme of
the presentation. There is no
contrast on the slides.
Color scheme has 6 or 7
colors and color is distracting
throughout the presentation.
A fair amount of contrast is
used throughout.
Color scheme has no more than 5
colors and is consistent throughout
the presentation. A good contrast of
color is used throughout.
Design Template and
Background


Background distracts from
the original theme of
presentation
Some background
changes-- out of color
scheme
Well chosen background --color
scheme is consistent throughout
Font Choice (style/size)

Most fonts are hard to
read in the presentation
Some fonts are hard to
read in the presentation
Well chosen, easy to read fonts
throughout the presentation.
Use of Graphics and Clip
Art

Clip art/images dont
relate to the theme/text of
the slide.
Some clip art works with
the theme/text of the slide
Well chosen clipart with a good
balance to the theme/text of the
slide.
Proportion
Most of the text and clip
art is not in proportion to
slide.
Some text and clip art is in
proportion to slide.
All of the text and clip art is in
proportion to slide.
Originality
Slides were hastily
constructed. There is no
observable creativity.
Slides have little
creativity.
Slides have been thoroughly designed
with a personal style and intentional
design.
Slide Layout
Few slides have the correct
slide layout to visually
present the information to the
viewercluttered/confusing.
Some slides have the correct
slide layout to visually
present the information to the
viewersome structure.
All slides have the correct slide layout
to visually present the information to
the viewer.
Title Slide
Slide has no design
elements to make the
viewer want to view the
show.
Slide shows some
structure but does not
create a strong sense of
what is to follow.
Slide is well constructed and
grabs the viewers attention.
Use of Drawing Tools
No Word Art or other
tools used to enhance the
presentation.
Word Art used but no
other tools were used to
enhance the presentation.
Word Art and other tools used to
enhance the presentation.
Overall Appearance
The final work seems
rushed or incomplete.
Care was taken to create a
finished product... There are
a few errors.
Final product is polished and quality
of work shows.
Grade_____________
Comments:



Project adapted from -
http://ms.clinton.k12.ma.us/apps/pages/index.jsp?uREC_I D=127596&type=u&termREC_I D=
&pREC_I D=351053
(Several Rubrics will be used in the compilation of each groups final project grade.)












Be Creative!






You can be role models for your peers! Feel free to share your suggestions with
each other to critique each others work---before they are scored by the
Assessment Team!
Creating a 4 slide is critical to making a solid A grade for this project, but it
takes a little imagination and a lot of work to create something that is not only
creative but that has strong content. Students will share their work with each other
and hopefully inspire each other with ideas to score that 4.
Oral Presentation Rubric ABC Math
CATEGORY 4 3 2 1
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Stands up straight and
establishes eye
contact with everyone
in the room during the
presentation.
Sometimes stands up
straight and
establishes eye
contact.
Slouches and/or does not
look at people during the
presentation.
Content Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of parts
of the topic.
Does not seem to
understand the topic very
well.
Awareness of Audience Significantly increases
audience
understanding and
knowledge of topic;
Effectively convinces
an audience to
recognize the validity
of a point of view.
Raises audience
understanding and
awareness of most
points;
Clear point of view, but
development or
support is inconclusive
and incomplete.


Raises audience
understanding and
knowledge of some
points;
Point of view may be
clear, but lacks
development or
support.

Fails to increase audience
understanding or
knowledge of topic.
Fails to effectively
convince the audience

Vocabulary Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words that
might be new to most
of the audience.
Uses vocabulary
appropriate for the
audience. Includes 1-2
words that might be
new to most of the
audience, but does not
define them.
Uses vocabulary
appropriate for the
audience. Does not
include any vocabulary
that might be new to
the audience.
Uses several (5 or more)
words or phrases that are
not understood by the
audience.
Volume Volume is loud enough
to be heard by all
audience members
throughout the
presentation.
Volume is loud enough
to be heard by all
audience members at
least 90% of the time.
Volume is loud enough
to be heard by all
audience members at
least 80% of the time.
Volume often too soft to
be heard by all audience
members.


AP Calculus AB Birthday & Identification Number Exploration Rubric

The goal of this project is to creatively demonstrate your knowledge of
polynomial characteristics and derivatives.
Project format 2 pocket folder or Report Cover
Due September 24
th

I. Your Birthday Polynomial

Construct your birthday polynomial as follows:
B(x) = x
3
(month) x
2
+ (day) x (year)
For example, if your birth date is March 31, 1985, then B(x) = x
3
- 3x
2
+ 31x 85.

My birthday polynomial is B(x) = _________________________________

A. General info
Enter B(x) into y
1
. Find a window that gives a good view of B(x), including its roots
and y-intercept. Attach that graph, and the window used.

List the Real roots____________________
List the y-intercept__________
Domain ___________________
Range_____________________
What is the domain and range of any cubic polynomial?
_______________________

Find B(2) = _________ Is B(x) increasing or decreasing at x = 2?____________

B. A trick
Pick one root (Note: You may have only one Real root.) Call it R. R = __________
Do not round off R when you find the root and store it in R.

Divide
( )
( )
B x
x R
.
Write the Quotient here. Q (x) = ____________________________
Note: There should be no remainder. (Or almost no remainder.remember not to
round off the Root, and it should come out without a remainder.)

Graph the quadratic polynomial Q(x). Find its vertex (its minimum point). Call that
point (H, K).
Store the values of H and K, again without rounding them off.
H = __________ K = _________

Now find the following. Do round off these answers to 3 decimal places.
2 H + R = ________________________
H
2
+ K + 2 R*H = __________________ (Note: You must put in the multiply sign)
R*( H
2
+ K) = _____________________

What do you notice?


II. A new birthday polynomial:

Construct P(x) =
1
12
x ( x month)( x day)

For example, if your birthday is March 31
st
, then P(x) = (1/12) x (x 3)(x 31).

My birthday polynomial is P(x) = ________________________________

A. General Info
Enter P(x) into y
1
. Find a window that gives a good view of B(x), including its roots
and
y-intercept. Attach that graph, and the window used.

List the Real roots__________________ List the y-intercept__________

Relative maximum____________ Relative minimum___________

What is the effect of a?
____________________________________________

B. Expand P(x) so that it is in the form y = ax
3
+ bx
2
+ cx + d.
P(x) = ______________________________________
a = _______ b = __________ c = ___________ d = __________


Compute the point ,
3 3
b b
P
a a
| | | |
| |
\ . \ .
List it here: ______________
Locate that point on your attachment, using a colored pen or pencil. What do you
notice about this point?

C. Graph P(x) and its derivative in the same window. Attach that graph.
Suggestion: Make P a thick graph.
State P (x) = ________________________________
State P (x) = ________________________________

Look at the first interval where P(x) is increasing. Note: This interval should go
from - to the x-coordinate of the relative maximum. What is the sign of P (x) in
that interval? __________

On what interval is P(x) decreasing? ________
What is the sign of P (x) in that interval? __________

D. Find the average of any two of the roots. Call it M. Locate the point (M, P(M))
on your graph. Draw the tangent line at x = M. What do you notice? If you dont
notice anything, average another two roots, and repeat the process.





Polynomial Graphing Mini-Project


Each of you has a student ID number. You will use the digits of your ID number to create your
own unique polynomial. The digits of your ID number will be the coefficients of the polynomial,
in order, with all odd digits having a negative value, and all even digits having a positive value.
Here are some examples:

ID # Polynomial
98654 -9x
4
+ 8x
3
+ 6x
2
5x + 4
210543 2x
5
x
4
5x
2
+ 4x 3

Attach a separate sheet of paper with the graphs indicated below. Be sure to state the
windows that are used for every pictured graph.
Do not sketch the graphs by hand. Use the Graph-Link and the Get Screen command to
display these graphs on your final project. (Use Google and Youtube clips, if you do not
already know how to use a graph-link.)

Graphs:
1) P(x) Note: You must find one window that shows a complete graph of your
polynomial on the TI-84. You will need an additional window if the polynomial flattens out
around the x-axis and makes it difficult to see how many real roots there are. Most students
will only need one window for P(x).
2) P(-x)
3) |P(x)|
4) P|x|

Each class create a 5 point scale rubric & a 100 point scale rubric due Sept 13
th
.


Also answer the following questions. Round answers to the nearest thousandth.


Students Name ______________________________________________________

1) My polynomial P(x) = _______________________________________________

2) Domain _____________ Hint: All polynomial functions have the same domain.

3) Range _____________________

4) Degree ____ If P(x) is an odd degree, then the range must be ____________.

5) Real Roots (x-intercepts) __________________________________________

6) Y-intercept ___________

7) Find P(2) = _____ Is your function increasing, decreasing, or neither as it passes through
this point? ______________

8) Find P(-2) = _____ Is your function increasing, decreasing, or neither as it passes through
this point? ______________

9) Is P(x) a one-to-one function? _____

10) Find P(-x) = _____________________________________________________

Is P(x) even, odd, or neither? ____________

11) Find P(2x) = ___________________________________________________

Is this transformation a horizontal stretch or a horizontal shrink? __________

12) Solve for x : P(x) ( 5. Express your answer in interval notation.
____________________________________________________

13) How many solutions will this equation have? |P(x)| = 10 __________

14) True or False? P(x) will always have the same exact roots as P(-x)._______

15) True or False? P(x) will always have the same exact roots as P(x)._______

16) True or False? P(x) will always have the same exact roots as P|(x)|._______

17) True or False? P(x) will always have the same exact roots as |P(x)|._______

18) True or False? If P(x) is an n
th
degree polynomial, then it has n Real roots (although some
of them may be repeats). ________


AP Calculus AB Shoebox Rubric

The goal of this project is to assist students in learning how to interpret related rates.

1. Each student will need to select a partner, create a related rates & optimization word problem
similar to the ones covered in class, and demonstrate the word problems within the confines of a
shoebox.
2. Each group will need to obtain prior approval from the teacher for partner and word problem
selection - Rough Draft due Oct 20
tht
.
3. Each student will be expected to critique and use the technique of peer editing for several of the
shoebox problems.
4. Each group will need to have a TYPED Clean & Legal statement of the problem on the top
half of a sheet of paper with a complete solution, including a labeled drawing, on the bottom half
of the paper. This should be turned in to the teacher as well as provided to each class member.
The copy that is given to the teacher should be connected; separate the solution from the problem
for you classmates, being sure each group has their names on both copies.
5. The Shoebox should be neatly covered both inside and outside. The illustration of the problem
should be done so that the opening of the box is facing forward, not up. The students names
should be on the box bottom (outside) and in the lid (inside).
6. The problem statement must be part of the scene. It should be placed on the back wall
(bottom) of the box, and should be TYPED. The solution should be on the inside of the box
lid. The boxes will not be returned, so do not use any valuable items in your groups box. The
box should be turned in with the cover ON!
7. Each student should have a role in the groups presentation. Each group will need to distribute
the problem statement, display the box while reading the problem, allow for other students to
work the problem, distribute problem solutions, allow for solution discussion (not necessarily
going over it all), and allow time for questions.
8. Grading Scale:




9. Good
Luck
&
Have
Fun!





** Shoebox project information adapted from Sue Wall-Sanderson High School Raleigh, NC.



20 pts
Shoebox covered inside & out, opens correctly, name on box bottom and
lid, problem statement part of the scene, and solution on inside of box lid
20 pts
Problem creativity, difficulty level, clarity, appropriateness Teacher copy
& Student copy
20 pts
Problem Solution clarity, accuracy, complete w/ labeled drawing Teacher
copy & Student copy (Related Rate& Optimization)
20 pts Presentation, Neatness, and Demonstration of Following Directions
10 pts Fair Division of Work Paper Assessment & Oral Presentation
10 pts
Promptness - Meeting all due dates
(10 pts = on time or 10 pts off for each day late) Oct 27
th
& Oct 28
th

100 pts Total Possible Points