AP Calculus BC (Sem 2)
Course Description:
This course is the second semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus BC and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. AP Calculus BC covers the same topics as AP Calculus AB plus additional ones. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, it is highly advisable that local school districts proctor their online student AP course midterm and final exams.
Course Details:
| Course Title (District): |
AP Calculus BC (Sem 2) |
| Course Title (NCES SCED) : |
AP Calculus BC |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Michigan Virtual |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
National Collegiate Athletic Association, CollegeBoard |
| Alignment Document : |
https://docs.google.com/document/d/1uW-x3cnt41BVlQFxjbxxZuIsdh6PKJG4sZMyZiMnJeI/edit?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 02125 |
| Subject Area : |
Mathematics |
| Course Identifier : |
AP Calculus BC |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
Required Textbook: Stewart, James (2016). Single Variable Calculus: Early Transcendentals, 8th edition, Cengage Learning. ISBN: 9781305693203 (eBook) | 9781305270336 (Hardcover). https://www.cengage.com/c/calculus-early-transcendentals-8e-stewart/9781305270336/?filterBy=Higher-Education.
Students require a graphing calculator (equivalent to a TI-83 or TI-84) that can perform trigonometry functions, such as SIN, COS, and TAN. Although free graphing calculators can be found online, students are encouraged to select a physical device from the approved AP Exam Calculator Policy that they plan to use during the AP Exam, as online calculators will not be permitted for use during AP Exam sessions.
Upon completion of this course, students will be able to...
- Express the meaning of the derivative in terms of a rate of change and local linear approximation
- Use derivatives to solve a variety or problems
- Explain the relationship between the derivative and the definite integral as expressed in both parts of the fundamental theorem of calculus
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
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Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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Stated in the syllabus and Course Information. |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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Common Core aligned. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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There are additional websites, videos, and projects. |
| Course Overview and Introduction |
Rating
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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This is found on the syllabus. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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This is found under Course Information. |
| Legal and Acceptable Use Policies |
Rating
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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This is stated in the MVU policy |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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| Privacy policies are clearly stated. |
Fully Met
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| Instructor Resources |
Rating
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Comments |
| Online instructor resources and notes are included. |
Partially Met
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| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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| Course Updates |
Rating
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Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
Rating
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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| Instructor and Student Support |
Rating
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Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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| Instructional and Audience Analysis |
Rating
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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There are projects, videos, and other resources. |
| Course, Unit and Lesson Design |
Rating
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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The course must be done in sequence; it is necessary to finish one lesson in order to move on to the next. |
| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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Class projects allow this. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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There is a "Getting Help" link and a way to contact mentor and instructor. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Communication and Interaction |
Rating
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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"My Grades", email and office hours. |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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This is completed in discussion board activities |
| Resources and Materials |
Rating
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Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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There are links provided that enrich course content. |
| Evaluation Strategies |
Rating
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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This is found under Course Information |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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There are homework assignments, tests, quizzes, projects, discussions, and exams. |
| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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There are homework assignments, tests, quizzes, projects, discussions, and exams. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Not Met
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There are no rubrics present. |
| The grading policy and practices are easy to understand. |
Not Met
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| Course Architecture |
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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There is a pacing guide with a set schedule but it can be altered to fit the school schedule. |
| User Interface |
Rating
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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This is stated in the course intro video. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
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This is stated in the course intro video. |
| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Partially Met
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Could not find |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Partially Met
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This was difficult to find |
| Accessibility |
Rating
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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| Data Security |
Rating
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Review Conducted By: Michigan Virtual
Date of Review:
07/17/2014
Unit 6: Applications of Integration
Unit 7: Techniques of Integration
Unit 8: Differential Equations
Unit 9: Parametric and Polar Equations
Unit 10: Sequences and Series
AP Exam Review
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
02/07/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$440 |
|
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
02/07/2025 |
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
