Calculus Starters:
Fence Optimisation: Find the length of a rectangle enclosing the largest possible area. Maximum Product: Two numbers add up to 10. What's the largest possible product they could have? Road Connections: Design roads to connect four houses that are on the corners of a square, side of length one mile, to minimise the total length of the roads.
Curriculum for Calculus:Years 12 and 13Pupils should be taught to understand and use the derivative of f (x) as the gradient of the tangent to the graph of y = f ( x) at a general point (x, y); the gradient of the tangent as a limit; interpretation as a rate of change, sketching the gradient function for a given curve, second derivatives, differentiation from first principles for small positive integer powers of x and for sin x and cos x. Understand and use the second derivative as the rate of change of gradient; connection to convex and concave sections of curves and points of inflection more... Pupils should be taught to know and use the Fundamental Theorem of Calculus more... Pupils should be taught to differentiate x^{n}, for rational values of n, and related constant multiples, sums and differences. Differentiate e^{kx} and a^{kx}, sin kx, cos kx, tan kx and related sums, differences and constant multiples. Understand and use the derivative of ln x more... Pupils should be taught to integrate x^{n} (excluding n = 1) and related sums, differences and constant multiples. Pupils should be taught to apply differentiation to find gradients, tangents, normals, maxima, minima and points of inflection. Identify where functions are increasing or decreasing more... Pupils should be taught to evaluate definite integrals; use a definite integral to find the area under a curve and the area between two curves more... Pupils should be taught to differentiate using the product rule, the quotient rule and the chain rule, including problems involving connected rates of change and inverse functions more... Pupils should be taught to Understand and use integration as the limit of a sum. more... Pupils should be taught to understand and use numerical integration of functions, including the use of the trapezium rule and estimating the approximate area under a curve and limits that it must lie between more... Pupils should be taught to differentiate simple functions and relations defined implicitly or parametrically, for first derivative only more... Pupils should be taught to carry out simple cases of integration by substitution and integration by parts; understand these methods as the inverse processes of the chain and product rules respectively (Integration by substitution includes finding a suitable substitution and is limited to cases where one substitution will lead to a function which can be integrated; integration by parts includes more than one application of the method but excludes reduction formulae) more... Pupils should be taught to construct simple differential equations in pure mathematics and in context, (contexts may include kinematics, population growth and modelling the relationship between price and demand) more... Pupils should be taught to integrate using partial fractions that are linear in the denominator more... Pupils should be taught to evaluate the analytical solution of simple first order differential equations with separable variables, including finding particular solutions (Separation of variables may require factorisation involving a common factor.) more... Pupils should be taught to interpret the solution of a differential equation in the context of solving a problem, including identifying limitations of the solution; includes links to kinematics more... International BaccalaureateSee the Calculus subtopics, syllabus statements, examstyle questions and learning resources for the IB AA course here. ExamStyle Questions:There are almost a thousand examstyle questions unique to the Transum website. Feedback:Comment recorded on the 3 October 'Starter of the Day' page by Mrs Johnstone, 7Je: "I think this is a brilliant website as all the students enjoy doing the puzzles and it is a brilliant way to start a lesson." 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For homework, I asked each student to find a definition for the key words they had been given (once they had fun trying to guess the answer) and they presented their findings to the rest of the class the following day. They felt really special because the key words came from their own personal information." Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk: "Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!" Comment recorded on the s /Coordinate 'Starter of the Day' page by Greg, Wales: "Excellent resource, I use it all of the time! The only problem is that there is too much good stuff here!!" Comment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon: "Excellent. Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. 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Notes:It is said that the word calculus comes from the Latin word for the small pebble used for counting and calculations. The two major branches, differentiation and integration, are studied by pupils only towards the end of their school days but does then form a major part of their studies. A course in calculus is a prerequisite for other, more advanced courses in mathematical analysis. Calculus Teacher Resources:Calculus Grapher: Given a function, predict the integral, first derivative, or second derivative curves. Refreshing Revision: Every time you refresh the page you get different revision questions for whole class retrieval practice. Integration Flowchart: This flowchart will only be of use to those who have already learnt the techniques mentioned in the IB AA Syllabus. Calculus Activities:Trapezium Rule: Practise using the trapezium rule to find an approximate value for the area under a curve. Differentiation: Practise the technique of differentiating polynomials with this self marking exercise. Integration: Exercises on indefinite and definite integration of basic algebraic and trigonometric functions. Partial Fractions: Exercises on mastering the art of partial fraction decomposition. Parametric Equations: Develop the skills required to manipulate a set of equations involving a paramater. Alternatively, for the more advanced student, there is an evergrowing collection of ExamStyle Questions with worked solutions on the topic of Calculus. Calculus Investigations:Maxvoltray: Find the maximum volume of a tray made from an A4 sheet of paper. A practical mathematical investigation. Calculus Videos:Introduction to Calculus: This video will give you a brief introduction to calculus. It does this by explaining that calculus is the mathematics of change. A couple of examples are presented, and then limits, derivatives, and integrals are introduced. Differentiation Video: A reminder of how to differentiate different types of functions and how to find the equations of tangents and normals. Integration Video: You can't possibly learn all about integration from a 28 minute video so all that this resource can do is provide a quick revision to help you do the online exercise. The Birth Of Calculus: A fascinating BBC Two television programme from 1986. A documentary on Leibniz and the calculus. Calculus External Links:Links to other websites containing resources for Calculus are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below: SearchThe activity you are looking for may have been classified in a different way from the way you were expecting. You can search the whole of Transum Maths by using the box below.

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