Syllabus for IB Math HL Sturgis Public Charter School Ms. Sandland

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Myles Wright
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1 Syllabus for IB Math HL Sturgis Public Charter School Ms. Sandland Course Goals The beliefs underpinning this course are that understanding mathematics can inform our understanding of other subjects and that the skills learnt in mathematics such as logic, critical thinking, and perseverance can be applied in many other situations. An essential question of mathematics is is mathematics universal do all cultures understand the same thing from a definition Area of knowledge questions are are there people who can t do mathematics? why is this a socially acceptable statement?

2 Course Objectives 1. Content / Knowledge a. Core: Number and Algebra (including sequences and series, mathematical induction, complex numbers, DeMoivre s and the binomial theorems and laws of logarithms and exponentials); b. Core: Functions and Equations (including composites, inverses, transformations, quadratics, logarithms, exponentials, inequalities and polynomials); c. Core: Circular Functions and Trigonometry (including radians, graphs of the six trigonometric functions, trig identities including compound and double, solutions of trig equations and the sine and cosine rules); d. Core: Vectors (including scalar and cross products, angles and equations of intersections involving lines and planes in 2D and 3D); e. Core: Statistics and Probability (including cumulative frequency graphs, combined events, conditional probability, discrete and continuous random variables and their probability distributions, expectation, normal, Poisson and binomial distributions); f. Core: Calculus (including chain, product and quotient rules and optimization in differentiation, implicit differentiation, integral calculus and volumes and areas, integration methods including substitution and parts and differential equations);

3 2. Skills a. Technology (including graphing calculators and computer software such as Fathom, GeoGebra, Archimedes Geo3D and Excel); b. Communication (including mathematical symbols, clear, logical arguments that anybody can follow, use of graphs, charts and diagrams); c. Mathematical competency in the topics listed above; d. Time management and knowing how to keep up with this fast-paced class (including assigned-work mastered ASAP which often requires seeking immediate help outside of class whenever concepts and assigned work are not perfectly clear.)

4 3. Attitudes a. Responsible in-class citizenship (including demeanor defined as behavior towards others and outward manner that enhances peer success in the course; patience and empathy for how your actions and your presence affects other a powerful contribution the world will always need; being punctual and bringing all required materials in working order and ready to go at the start of class see Resources and Materials on the back of this syllabus, following the rules and policies in the Sturgis Student Handbook that includes no use of cell phones and cell phones never seen nor heard and no drinks that might be spilled); b. Responsible out-of-class citizenship (including timely, successful completion of assignments arranging for help outside of class immediately when needed)willingness to continue taking intellectual risks ( continue since you have already taken the risk of enrolling in this challenging course, risks include wading into problems that are not immediately clear and getting help outside of class before you spin your wheels too long and grow frustrated); c. We are in this together (the realization that IB is a rigorous course of study with a fast pace that has been externally set, that the entire world has the same challenging timeline and that both teacher and student are on the same side of the net competing together against the May exams.)

5 4. Cross Disciplinary Connections a. Problems using multidisciplinary contexts (including physics, economics and demographics); b. Discussions of related careers (including actuarial science, biometricians, and the broad array of engineering careers); c. Theory of Knowledge Connections (including limits of knowledge based on assumptions and axioms.) 5. Teaching Strategies and Resources a. Teacher and Student Designed Activities include i. Explorations and inquiries using the technology listed above; ii. iii. Data collection, measurement and mathematical modeling; Physical models as demonstrations and student constructions b. Teaching Strategy and Learning Experiences i. Regularly assigned problem sets to reinforce and extend the understanding of the activities mentioned above; ii. Use of our textbook for studying explanations and examples;individual help outside of class (lunches and after school); iii. Maintaining highly organized and current notebooks

6 6. Resources and Materials include: a. A Notebook just for this class, b. GDC s (Graphing Display Calculators) such as ati83+ or TI84+; c. Our textbook Mathematics for the International Student HL Core 3rd Edition d. Pens and/or pencils, blank paper. 7. Assessment a. Notebooks and Internal Assessments; b. Unit Exams and Semester Exams; c. Whole Class Contributions (including preparedness, participation, and citizenship ). 8. How your Sturgis math grades are weighted: a. Quarter Grades: i. 20% Notebooks/homeworks and / or Internal Assessments; ii. 70% = Unit Exams; iii. 10% = Whole Class Contributions. b. Semester Grades: i. 80% = Quarter Grade; ii. 20% = Semester Exam.

7 9. Extra Help Perhaps the part of my job I like the most is working with students outside of class individually or in small groups. For many students getting outside help has been the key for spectacular success here at Sturgis;Get help IMMEDIATELY when you have any confusion to keep yourself on top of the demanding Sturgis curriculum: ALL our IB math classes here are rigorous, ALL three tracks including calculus, and ALL students can be great successes if they get extra help right away every time they need it; Students may find me in the teacher loft. Letting me know ahead of time you will be coming in usually saves you some time having to track me down; This year ( ) my free periods are Blocks C and F 10. Feedback Pledge Feedback is a very important part of the assessment process and as such needs to delivered as soon as possible after an assessment. I pledge to return tests within two lessons of the test and all other assignments before setting a new assignment.

Syllabus ENGR 190 Introductory Calculus (QR)

Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.