After the AP test

So I have usually not had to plan stuff for the AP test. I am looking forward to it, but also dreading it. I have a feeling some will have fun with it and others will check out.

I have a bunch of funny videos and songs that use Calculus vocab. I think I might just take a class day watching them and talking about them. Then require the students to use vocab from Calculus to write a song, poem, or story. So at minimum they have to hand in some hand written document, but if they would like to make some sort of video or digital project that would go above and beyond. I would tell them to pull from the vocab sheets we have been filling out all year. I would maybe require the use of at least 5 different vocab terms from the vocab sheets. Then maybe give them some time in class to work on it. Then have them present their creative piece of work to the class.

I had my students write a creative essay before the AP test as review. Some of the responses I got were fantastic and so clever. I might have to edit it since we are using a different textbook. Although the students can look up the theorems and definitions easily in their textbook. However I don't know if the textbook will have information about the mathematicians. I have a digital copy of the textbook so maybe I can clip together the information they will need. That will at least get them started and thinking. They are welcome to do more research online. I saved my favorite ones that really blew me away. I think I might save this assignment for after the AP test this year just so I have something for them to work on. I can give them in class time to work on it and ask students to present. Although some of the ones I got last year involved my female students falling in love with the male mathematicians, so I don't know if the student would have been comfortable sharing that with the whole class. I can show the students the examples that I have from the previous year when I introduce the project. The best one uses the theorems in a creative way, but also is applying them to a real world situation. He also used his knowledge of math history to make the story poignant as well. So it points out a lot of aspects and nuances to the assignment. So I can discuss that with the class to hopefully inspire them.

I am also thinking about having them install LaTeX on their personal computers and teaching them how to use it. I always dreamed of exposing them to the program, so they can be more professional mathematicians and get them ready for college level math classes. I was thinking I could assign them the project I designed for my Calculus class before and have them do a rough draft on paper, then a rough draft on LaTeX, then a final draft on LaTeX. I would critique each draft for content and justification, but I would also critique formatting/use of LaTeX. I have plenty of rubrics for the assignment that include organization and clarity, so I wonder if I can tweak that so it sort of fits with LaTeX format or use of LaTeX.

I already have the project broken up into pieces. So I think I could make it take up May and June that will be leftover after the AP test. Then have the other two assignments be mostly outside homework. So in-class they would write or LaTeX up the project and outside of class write their poem, song, or story. I mean I would have to give up a couple of days to go over the assignments and to go over examples, but then the bulk of the creative work and creative assignment could be down outside the class. I mean they don't need as much help on the song and creative essay since it is so open ended and creative. However they will need help writing the project and they will need a lot of help trouble shooting LaTeX, so that would be best done in class where I can answer questions. I really like this plan and set up.

I would make my AP Calculus class focus on the FTC project since it ties together a lot of ideas from Calculus. I can stretch the project out by making them do several drafts and then making them present it to the class. I would give them plenty of time to develop the presentation visual and what they are going to say. Then it will take up a lot of time having everyone present. If I did both projects it would easily take up all of May and June, but since both projects are very similar I don't think I would want them doing both. So just the FTC and the creative ones. If I find I have more time at the end of the year I can always see if I could figure something else out.

If for someone reason in my Honors Calculus I finish the content that I have planned out for them early. I will do the same thing with them, but have them do the project connecting a function and its derivative. However we will see how the pacing of that class goes and what content I end up getting through.