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Advanced Placement (AP) Courses





Forest Trail Academy offers Advanced Placement Courses. Please be cognizant that we offer the courses and NOT the test. You may register directly for the test with College Board at http://www.collegeboard.org/.
AP Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still cover the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB examination, most of the year must be devoted to topics in differential and integral calculus. These topics are the focus of the AP Exam.

Prerequisites 
Before studying calculus, all students should complete four years of secondary mathematics designed for collegebound students: courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include those that are linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions of the numbers 0, pi/6, pi/4, pi/3, pi/2, and their multiples. 
Course Goals 
Students should be able to:
work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
understand the meaning of the derivative in terms of a rate of change and local linear approximation and they should be able to use derivatives to solve a variety of problems.
understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.
understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
communicate mathematics both orally and in wellwritten sentences and should be able to explain solutions to problems.
model a written description of a physical situation with a function, a differential equation, or an integral.
use technology to help solve problems, experiment, interpret results, and verify conclusions. determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.
determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.
develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment.
AP Calculus BC is a fullyear course in the calculus of functions of a single variable. It includes all topics covered in Calculus AB plus additional topics. Both courses represent collegelevel mathematics for which most colleges grant advanced placement and credit. The content of Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for Calculus AB.

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Prerequisites 
Before studying calculus, all students should complete four years of secondary mathematics designed for collegebound students: courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include those that are linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions of the numbers 0, pi/6, pi/4, pi/3, pi/2, and their multiples. 
Course Goals 
Students should be able to:
work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
understand the meaning of the derivative in terms of a rate of change and local linear approximation and they should be able to use derivatives to solve a variety of problems.
understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.
understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
communicate mathematics both orally and in wellwritten sentences and should be able to explain solutions to problems.
model a written description of a physical situation with a function, a differential equation, or an integral.
use technology to help solve problems, experiment, interpret results, and verify conclusions. determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.
determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.
develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment.
AP Government and Politics: United States The AP United States Government and Politics course is designed to provide the student with an experience equivalent to a onesemester college introductory course. Students will be expected to move beyond factual recall into critical analysis of the creation, function, and process of government. As stated in the College Board 2010 course description, this course will:
give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics . . . students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes.
AP English Language and Composition This course engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.
AP English Literature and Composition This course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style and themes, as well as such smallerscale elements as the use of figurative language, imagery, symbolism and tone.
AP Statistics The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data.
Students are exposed to four broad conceptual themes:
Exploring Data: Describing patterns and departures from patterns.
Sampling and Experimentation: Planning and conducting a study.
Anticipating Patterns: Exploring random phenomena using probability and simulation.
Statistical Inference: Estimating population parameters and testing hypotheses.
Prerequisites: The AP Statistics course is an excellent option for any secondary school student who has successfully completed a secondyear course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability.
AP U.S. History This course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U .S .history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by fullyear introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship.
AP World History The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence.
AP Chemistry course is designed to provide students with a learning experience equivalent to that of a oneyear general chemistry college course. Our AP Chemistry course include those topics regularly covered in a typical general chemistry college course, and differ from the usual first high school course in chemistry in respect to the kind of textbook(s) used, the range and depth of topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, the nature and variety of laboratory work done by students, and the time and effort required of students.
Schools’ AP Chemistry courses are typically designed to be taken by students after the completion of a first course in high school chemistry and a secondyear algebra course. Students are encouraged to keep copies of their laboratory work for use in determining college credit or placement.



*Please note that students must qualify via our academic standards (3.0 cumulative gpa, no plagiarism, etc.) in order to enroll in AP classes. 



