Ap17 Calculus BC q3
Ap17 Calculus BC q3
AP Calculus BC
Sample Student Responses
and Scoring Commentary
Inside:
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AP® CALCULUS AB/CALCULUS BC
2017 SCORING GUIDELINES
Question 3
−6 −2
(a) f ( −6 ) = f ( −2 ) + ∫−2 f ′( x ) dx = 7 − ∫−6 f ′( x ) dx = 7 − 4 = 3 1 : uses initial condition
5 3 : 1 : f ( −6 )
f ( 5 ) = f ( −2 ) + ∫−2 f ′( x ) dx = 7 − 2π + 3 = 10 − 2π 1 : f ( 5 )
f ′( x=
) 0 ⇒ x = −2, x = 2
x f ( x)
−6 3
−2 7
2 7 − 2π
5 10 − 2π
2−0 1
(d) f ′′( −5 ) =
−6 − ( −2 )
=−
2 1 : f ′′( −5 )
2 : 1 : f ′′( 3) does not exist,
with explanation
f ′( x ) − f ′( 3) f ′( x ) − f ′( 3)
lim = 2 and lim = −1
x →3− x−3 x → 3+ x−3
Question 3
Overview
In this problem students were given that a function f is differentiable on the interval [−6, 5] and satisfies
f ( −2 ) = 7. For −6 ≤ x ≤ 5 , the derivative of f is specified by a graph consisting of a semicircle and three line
segments. In part (a) students were asked to find values of f ( −6 ) and f ( 5 ) . For each of these values, students
needed to recognize that the net change in f, starting from the given value f ( −2 ) = 7, can be computed using a
definite integral of f ′( x ) with a lower limit of integration −2 and an upper limit the desired argument of f. These
integrals can be computed using properties of the definite integral and the geometric connection to areas between
the graph of y = f ′( x ) and the x-axis. Thus, students needed to add the initial condition f ( −2 ) = 7 to the values
of the definite integrals for the desired values. [LO 3.2C/EK 3.2C1] In part (b) students were asked for the
intervals on which f is increasing, with justification. Since f ′ is given on the interval [−6, 5], f is differentiable,
and thus also continuous, on that interval. Therefore, f is increasing on closed intervals for which f ′( x ) > 0 on
the interior. Students needed to use the given graph of f ′ to see that f ′( x ) > 0 on the intervals [−6, − 2) and
( 2, 5 ) , so f is increasing on the intervals [−6, − 2] and [ 2, 5] , connecting their answers to the sign of f ′.
[LO 2.2A/EK 2.2A1-2.2A2, LO 2.2B/EK 2.2B1] In part (c) students were asked for the absolute minimum value
of f on the closed interval [−6, 5], and to justify their answers. Students needed to use the graph of f ′ to identify
critical points of f on the interior of the interval as x = −2 and x = 2. Then they can compute f ( −2 ) and f ( 2 ) ,
similarly to the computations in part (a), and compare these to the values of f at the endpoints that were computed
in part (a). Students needed to report the smallest of these values, f ( 2 )= 7 − 2π as the answer. Alternatively,
students could have observed that the minimum value must occur either at a point interior to the interval at which
f ′ transitions from negative to positive, at a left endpoint for which f ′ is positive immediately to the right, or at
a right endpoint for which f ′ is negative immediately to the left. This reduces the options to f ( −6 ) = 3 and
f ( 2 )= 7 − 2π . [LO 2.2A/EK 2.2A1-2.2A2, LO 2.2B/EK 2.2B1, LO 3.3A/EK 3.3A3] In part (d) students were
asked to determine values of f ′′( −5 ) and f ′′( 3) , or to explain why the requested value does not exist. Students
needed to find the value f ′′( −5 ) as the slope of the line segment on the graph of f ′ through the point
corresponding to x = −5. The point on the graph of f ′ corresponding to x = 3 is the juncture of a line segment
of slope 2 on the left with one of slope −1 on the right. Thus, students needed to report that f ′′( 3) does not exist,
and explain why the given graph of f ′ shows that f ′ is not differentiable at x = 3. Student explanations could
f ′( x ) − f ′( 3)
be done by noting that the left-hand and right-hand limits at x = 3 of the difference quotient have
x−3
differing values (2 and −1, respectively), or by a clear description of the relevant features of the graph of f ′ near
x = 3. [LO 1.1A(b)/EK 1.1A3] This problem incorporates the following Mathematical Practices for AP Calculus
(MPACs): reasoning with definitions and theorems, connecting concepts, implementing algebraic/computational
processes, connecting multiple representations, building notational fluency, and communicating.
Sample: 3A
Score: 9
The response earned all 9 points: 3 points in part (a), 2 points in part (b), 2 points in part (c), and 2 points in
−6
part (d). In part (a) the student uses the initial condition f ( −2 ) with an appropriate definite integral ∫−2 f ′( x ) dx
to find f ( −6 ) =
3. Thus, the student earned the first and second points. The student uses f ( −2 ) again with an
Question 3 (continued)
5
appropriate definite integral ∫−2 f ′( x ) dx to find f ( 5=
) 10 − 2π . The student earned the third point. In part (b)
the student states two correct and complete intervals, [ −6, − 2] and [ 2, 5] , where f is increasing. The student
justifies the intervals with a discussion of f ′ > 0 for [ −6, − 2 ) and ( 2, 5 ) . The student earned both points. In
part (c) the student considers x =−6, − 2, 2, and 5 as potential locations for the absolute minimum value. The
student earned the first point for considering x = 2. The student identifies the absolute minimum value as
7 − 2π . The student justifies by evaluating f ( x ) at the critical values and endpoints. The student earned the
1
second point. In part (d) the student finds f ′′( −5 ) =− and earned the first point. The student states that f ′′( 3)
2
does not exist. The student uses two one-sided limits at x = 3 to explain why the derivative of f ′( x ) does not
exist and earned the second point.
Sample: 3B
Score: 6
The response earned 6 points: 3 points in part (a), no points in part (b), 2 points in part (c), and 1 point in part (d).
−2
In part (a) the student uses the initial condition f ( −2 ) with an appropriate definite integral ∫−6 f ′( x ) dx to find
3. Thus, the student earned the first and second points. The student uses f ( −2 ) again with an
f ( −6 ) =
5
appropriate definite integral ∫−2 f ′( x ) dx to find f ( 5=
) 10 − 2π . The student earned the third point. In part (b)
the student presents two intervals, [ −6, 2 ) and ( 2, 5 ) . Because f ′( x ) < 0 on ( −2, 2 ) , f is decreasing on
[ −2, 2]. The student is not eligible to earn any points because of the presence of an interval containing points
where f ′( x ) < 0. Thus, the student did not earn any points. In part (c) the student investigates where f ′( x ) = 0
and identifies f ′( −2 ) and f ′( 2 ) . The student earned the first point for considering x = 2. The student identifies
the absolute minimum value as 7 − 2π . The student justifies by evaluating f ( x ) at the critical values and
endpoints. The student earned the second point. In part (d) the student identifies f ′′( −5 ) as the derivative of
1
f ′( x ) at x = −5 and finds f ′′( −5 ) =− . The student earned the first point. The student states that f ′′( 3) does
2
not exist. The student uses two one-sided limits at x = 3. The student states that “ f ( x ) is not differentiable at
x = 3, ” which contradicts the given statement in the problem that f is differentiable on the closed interval
[ −6, 5]. The student did not earn the second point.
Sample: 3C
Score: 3
The response earned 3 points: no points in part (a), 2 points in part (b), 1 point in part (c), and no points in
4
part (d). In part (a) the student never uses the initial condition, incorrectly evaluates f ( −6 ) as , and incorrectly
5
evaluates f ( 5 ) as 0. The student earned no points. In part (b) the student states two correct and complete
intervals, [ −6, −2] and [ 2, 5] , on which f is increasing. The student justifies the intervals with “ f ′( x ) is > 0
from [ −6, −2 ) and ( 2, 5 ) . ” The student earned both points. In part (c) the student considers x = 2 and earned
the first point. The student presents an incorrect answer for the absolute minimum value with an incorrect
justification. The student does not evaluate f ( x ) at the critical values and endpoints in order to determine the
Question 3 (continued)
absolute minimum value. The student did not earn the second point. In part (d) the student incorrectly determines
2
that f ′′( −5 ) has a value of and did not earn the first point. The student states that “ f ′′( 3) is an inflection
5
point” and does not state that f ′′( 3) does not exist. The student did not earn the second point.