The Free-response Questions
There are ten general categories of AP Calculus free-response questions. As I’ve done in part years, I will consider each individually over the next few weeks posting on Tuesdays and Fridays. These will be updates of last year’s posts. Here is the list of the types and the schedule:
- Tuesday March 6 – Type 1 questions – Rate and accumulation questions
- Friday March 9 – Type 2 questions – Linear motion problems
- Tuesday March 13 – Type 3 questions – Graph analysis problems
- Friday March 16 – Type 4 questions – Area and volume problems
- Tuesday Match 20 Type 5 questions – Table and Riemann sum questions
- Friday March 23 Type 6 questions – Differential equation questions
- Tuesday March 27 – Type 7 questions – Miscellaneous
- Friday March 30 Type 8 questions – Parametric and vector questions (BC topic)
- Tuesday April 3 Type 9 questions – Polar equations
- Friday April 6 Type 10 questions – Sequences and Series
You can find a listing of questions by type in the two resources in my post of March 3.
AP Type Questions 1: Rate and Accumulation
These questions are often in context with a lot of words describing a situation in which some things are changing. There are usually two rates acting in opposite ways (sometimes called in-out question). Students are asked about the change that the rates produce over some time interval either separately or together.
The rates are often fairly complicated functions. If they are on the calculator allowed section, students should store the functions in the equation editor of their calculator and use their calculator to do any graphing, integration, or differentiation that may be necessary.
The main idea is that over the time interval [a, b] the integral of a rate of change is the net amount of change
If the question asks for an amount, look around for a rate to integrate.
The final (accumulated) amount is the initial amount plus the accumulated change:
where is the initial time, and is the initial amount. Since this is one of the main interpretations of the definite integral the concept may come up in a variety of situations.
What students should be able to do:
- Be ready to read and apply; often these problems contain a lot of writing which needs to be carefully read.
- Recognize that rate = derivative.
- Recognize a rate from the units given without the words “rate” or “derivative.”
- Find the change in an amount by integrating the rate. The integral of a rate of change gives the amount of change (FTC):
- Find the final amount by adding the initial amount to the amount found by integrating the rate. If is the initial time, and is the initial amount, then final accumulated amount is
- Understand the question. It is often not necessary to as much computation as it seems at first.
- Use FTC to differentiate a function defined by an integral.
- Explain the meaning of a derivative or its value in terms of the context of the problem. The explanation should contain (1) what it represents, (2) its units, and (3) how numerical argument applies in context.
- Explain the meaning of a definite integral or its value in terms of the context of the problem. The explanation should contain (1) what it represents, (2) its units, and (3) how the limits of integration apply in context.
- Store functions in their calculator recall them to do computations on their calculator.
- If the rates are given in a table, be ready to approximate an integral using a Riemann sum or by trapezoids.
- Do a max/min or increasing/decreasing analysis.
Shorter questions on this concept appear in the multiple-choice sections. As always, look over as many questions of this kind from past exams as you can find.
Typical free-response examples:
- 2013 AB1/BC1
- 2015 AB1/BC1
- 2016 AB 1.
- One of my favorites Good Question 6 (2002 AB 4)
Typical multiple-choice examples from non-secure exams:
- 2012 AB 8, 81, 89
- 2012 BC 8 (same as AB 8)