Collegeboard and the AP Calculus exam is done

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Discussion Overview

The discussion revolves around participants sharing their experiences and opinions regarding the AP Calculus exam, specifically focusing on the Free Response portion of both the AB and BC exams. The conversation includes reflections on the difficulty of various questions, attempts to gauge performance, and requests for answers to specific problems.

Discussion Character

  • Exploratory
  • Debate/contested
  • Mathematical reasoning
  • Homework-related

Main Points Raised

  • Some participants found the BC no calculator section particularly challenging, while others felt the calculator section was easier.
  • There are mixed opinions on the overall difficulty of the AP Calculus test, with some stating it was easy and others finding it tough.
  • One participant expressed frustration over not having covered certain topics, like Taylor's Inequality, in their Calculus III course.
  • Several participants shared their answers to specific Free Response questions, with varying levels of confidence in their correctness.
  • There are mentions of corrections to earlier claims about answers, indicating ongoing refinement of responses.
  • A university calculus teacher compared the AP exam questions to their own university-level tests, suggesting a difference in perceived difficulty.

Areas of Agreement / Disagreement

Participants do not appear to reach a consensus on the difficulty of the exam or the correctness of specific answers, indicating multiple competing views and ongoing uncertainty.

Contextual Notes

Some participants noted that the answer keys for the AP exams are not yet available, contributing to uncertainty about the correctness of their responses. Additionally, there are references to specific mathematical concepts and methods that may not have been universally covered in all participants' courses.

Who May Find This Useful

Students preparing for the AP Calculus exam, educators interested in exam content and student experiences, and individuals curious about the challenges faced in advanced calculus courses.

  • #31
sorry. i mixed two concepts, namely
1) how to characterize a function which is integrable, (one with a measure zeros et of discontinuitties),
and 2) how to characterize a function which is an integral, namely it is lipschitz continuous.

they are unrelated.
 
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  • #32
i seem to have made a simple concept look hard. lipschitz continuity is much easier than regular continuity.

i.e. it just says that for some K>0, the change in y is never more than K times the change in x.

this makes it very easy to check regular continuity, namely that small changes in x produce small changes in y.


do you know the epsilon delta definition of continutity? i.e. that for every epsilon, there must exist a delta such that when x changes by less than delta, then y changes by less than epsilon?


well how do you find that delta? say for f = cosine, at pi/6?


the lipschitz princiople tells you to look for a bound on the slope of f, namely 1, in this case, since the derivative is bounded by 1.

thus delta can always be taken as 1.epsilon!


how easy is that? did you do exercises where you were given an epsilon and had to find a delta?

if not you may not appreciate what this does for you, but if you did, you should.:smile:
 
  • #33
on the other hand if you had a sophisticated course and learned about sets of measure zero, try this: prove: if f is lipschitz continuous on [a,b] and has derivative equal to zero except on a set of measure zero, then f is constant.
 

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