Transcript of Tips to Earn Your Best Score. Drawings Used as Justification.
- Slide 1
- Tips to Earn Your Best Score
- Slide 2
- Drawings Used as Justification
- Slide 3
- You must explain what it is about your drawing which justifies
your conclusion, and how you know the drawing is accurate.
- Slide 4
- Drawings Used as Justification You must explain what it is
about your drawing which justifies your conclusion, and how you
know the drawing is accurate. Example (Balloon problem of 2007,
part (d)). Full credit was earned if the student said "the Riemann
right sum is less than the definite integral because r ' is
decreasing 0 < t < 12 since r is concave down there."
- Slide 5
- Drawings Used as Justification You must explain what it is
about your drawing which justifies your conclusion, and how you
know the drawing is accurate. Example (Balloon problem of 2007,
part (d)). Full credit was earned if the student said "the Riemann
right sum is less than the definite integral because r ' is
decreasing 0 < t < 12 since r is concave down there."
However, a student who drew a decreasing graph with accurate
rectangles did not get credit unless he or she explained why the
graph was correct (i.e. r ' was a decreasing function since r was
given to be concave down).
- Slide 6
- The Three Decimal Place Rule
- Slide 7
- Decimal answers must be accurate to three decimal places
(rounded or truncated).
- Slide 8
- The Three Decimal Place Rule Decimal answers must be accurate
to three decimal places (rounded or truncated). The answer to the
problem may be , and 3.141592654...,but if the answer is , all
these are acceptable:
- Slide 9
- The Three Decimal Place Rule Decimal answers must be accurate
to three decimal places (rounded or truncated). The answer to the
problem may be , and 3.141592654...,but if the answer is , all
these are acceptable: ,3.141,3.142, 3.14159 and even 3.14158 and
3.141999999, because the reader will stop after three decimal
places.
- Slide 10
- The Three Decimal Place Rule Decimal answers must be accurate
to three decimal places (rounded or truncated). The answer to the
problem may be , and 3.141592654...,but if the answer is , all
these are acceptable: ,3.141,3.142, 3.14159 and even 3.14158 and
3.141999999, because the reader will stop after three decimal
places. But you will not get credit for 3.1 or 3.14 !!!!
- Slide 11
- The Three Decimal Place Rule Decimal answers must be accurate
to three decimal places (rounded or truncated). The answer to the
problem may be , and 3.141592654...,but if the answer is , all
these are acceptable: ,3.141,3.142, 3.14159 and even 3.14158 and
3.141999999, because the reader will stop after three decimal
places. But you will not get credit for 3.1 or 3.14 !!!! *This rule
is for the AP Calculus exam only (not Physics, Chemistry,
etc.)
- Slide 12
- Various Tips
- Slide 13
- Free Response Questions have multiple entry points. You can
often be successful on part (b) even if you have left part (a)
blank.
- Slide 14
- Various Tips Free Response Questions have multiple entry
points. You can often be successful on part (b) even if you have
left part (a) blank. If a calculator is permitted, use it.
- Slide 15
- Various Tips Free Response Questions have multiple entry
points. You can often be successful on part (b) even if you have
left part (a) blank. If a calculator is permitted, use it. Use
standard mathematical notation
- Slide 16
- Various Tips Free Response Questions have multiple entry
points. You can often be successful on part (b) even if you have
left part (a) blank. If a calculator is permitted, use it. Use
standard mathematical notation The first quadrant area under y=x 2
from x = 1 to x = 5 must be presented as, not as fnInt(x^2,x,1,
5).
- Slide 17
- Various Tips Free Response Questions have multiple entry
points. You can often be successful on part (b) even if you have
left part (a) blank. If a calculator is permitted, use it. Use
standard mathematical notation The first quadrant area under y=x 2
from x = 1 to x = 5 must be presented as, not as fnInt(x^2,x,1, 5).
Some abbreviations are understood For example, "DNE" for does not
exist, "inc" and "dec" for increasing and decreasing, "pos", "neg"
but it is probably best to avoid other abbreviations if you
can.
- Slide 18
- Give Units if Requested
- Slide 19
- Slide 20
- Time Savers Crossed out work will not be read
- Slide 21
- Time Savers Crossed out work will not be read To save time,
don't erase, just cross out. However, don't cross out your work
unless you know you can do better.
- Slide 22
- Time Savers Crossed out work will not be read To save time,
don't erase, just cross out. However, don't cross out your work
unless you know you can do better. Do not simplify answers
- Slide 23
- Time Savers Crossed out work will not be read To save time,
don't erase, just cross out. However, don't cross out your work
unless you know you can do better. Do not simplify answers If you
make a mistake simplifying, you will not earn the "answer point".
Graders will accept any mathematically equivalent form of the
answer.
- Slide 24
- Time Savers Crossed out work will not be read To save time,
don't erase, just cross out. However, don't cross out your work
unless you know you can do better. Do not simplify answers If you
make a mistake simplifying, you will not earn the "answer point".
Graders will accept any mathematically equivalent form of the
answer. 2(4.0) + 3(2.0) + 2(1.2) + 4(0.6) + 1(0.5) need not be
simplified to 19.3 (Balloon Problem, 2007)
- Slide 25
- Label Graphs Properly
- Slide 26
- Is it the graph of f, f ' or f ", g, g ', g ", or what?
- Slide 27
- Label Graphs Properly Is it the graph of f, f ' or f ", g, g ',
g ", or what? Related issue: Do not change the names of things - if
the problem refers to Q(t), do not change it to f(x), etc.
- Slide 28
- Label Graphs Properly Is it the graph of f, f ' or f ", g, g ',
g ", or what? Related issue: Do not change the names of things - if
the problem refers to Q(t), do not change it to f(x), etc. If you
do introduce a variable or change a name, define precisely what you
have done.
- Slide 29
- Sign Charts are Not Enough
- Slide 30
- You may use sign charts to help you figure out max/min/what is
happening, but the grader will ignore them.
- Slide 31
- Sign Charts are Not Enough You may use sign charts to help you
figure out max/min/what is happening, but the grader will ignore
them. The grader will look for the magic words:
- Slide 32
- Sign Charts are Not Enough You may use sign charts to help you
figure out max/min/what is happening, but the grader will ignore
them. The grader will look for the magic words: f has a relative
maximum at x = c because f ' changes sign from positive to negative
there.
- Slide 33
- Sign Charts are Not Enough You may use sign charts to help you
figure out max/min/what is happening, but the grader will ignore
them. The grader will look for the magic words: f has a relative
maximum at x = c because f ' changes sign from positive to negative
there. f has a relative minimum at x = c because f ' changes sign
from negative to positive there.
- Slide 34