Advanced Functions and Introductory Calculus, Grade

12, University Preparation (MCB4U)

This course builds on students’ experience with functions and introduces the basic concepts and skills of
calculus. Students will investigate and apply the properties of polynomial, exponential, and logarithmic
functions; broaden their understanding of the mathematics associated with rates of change; and develop
facility with the concepts and skills of differential calculus as applied to polynomial, rational, exponential, and
logarithmic functions. Students will apply these skills to problem solving in a range of applications.

Prerequisite: Functions and Relations, Grade 11, University Preparation, or Functions, Grade 11,
University/College Preparation

Advanced Functions
Overall Expectations
By the end of this course, students will:
• determine, through investigation, the characteristics of the graphs of polynomial functions of various
degrees;
• demonstrate facility in the algebraic manipulation of polynomials;
• demonstrate an understanding of the nature of exponential growth and decay;
• define and apply logarithmic functions;
• demonstrate an understanding of the operation of the composition of functions.

Specific Expectations
Chapter Page(s)
Investigating the Graphs of Polynomial Functions
By the end of this course, students will:
• determine, through investigation, using graphing 1 6-7, 9-10, 15-22, 25-29
calculators or graphing software, various properties of the
graphs of polynomial functions (e.g., determine the effect 2 42-47
of the degree of a polynomial function on the shape of its
graph; the effect of varying the coefficients in the
polynomial function; the type and the number of x-
intercepts; the behaviour near the x-intercepts; the end
behaviours; the existence of symmetry);
• describe the nature of change in polynomial functions of 2 97-100
degree greater than two, using finite differences in tables
of values;
• compare the nature of change observed in polynomial 2 42-47
functions of higher degree with that observed in linear and
quadratic functions;
• sketch the graph of a polynomial function whose equation 2 84-87, 91-96
is given in factored form;
• determine an equation to represent a given graph of a 2 101-103, 105
polynomial function, using methods appropriate to the
situation (e.g., using the zeros of the function; using a trial-
and-error process on a graphing calculator or graphing
software; using finite differences).
Manipulating Algebraic Expressions
By the end of this course, students will:
• demonstrate an understanding of the remainder theorem 2 54-70
and the factor theorem;
• factor polynomial expressions of degree greater than two, 2 62-70
using the factor theorem;
• determine, by factoring, the real or complex roots of 2 71-82
polynomial equations of degree greater than two;
• determine the real roots of non-factorable polynomial 2 74, 76, 78-81
equations by interpreting the graphs of the corresponding
functions, using graphing calculators or graphing software;
• write the equation of a family of polynomial functions, 2 78-79, 81
given the real or complex zeros [e.g., a polynominal
function having non-repeated zeros 5, –3, and –2 will be
defined by the equation ƒ(x) = k(x – 5)(x + 3)(x + 2), for k
];
• describe intervals and distances, using absolute-value 1 7-8, 11-14, 18-22
notation;
• solve factorable polynomial inequalities; 2 87-91, 93-96
• solve non-factorable polynomial inequalities by graphing 2 83-84, 90-96
the corresponding functions, using graphing calculators or
graphing software and identifying intervals above and
below the x-axis;
• solve problems involving the abstract extensions of 2 48-53, 59-61, 64-65, 67-
algorithms (e.g., a problem involving the nature of the 70, 73-75, 77, 79-81
roots of polynomial equations: If h and k are the roots of
the equation 3x2 + 28x – 20 = 0, find the equation whose
roots are h + k and hk; a problem involving the factor
theorem: For what values of k does the function ƒ(x) = x3 +
6x2 + kx – 4 give the same remainder when divided by
either x – 1 or x + 2?).
Understanding the Nature of Exponential Growth and Decay
By the end of this course, students will:
• identify, through investigations, using graphing calculators 7 414-415, 417-421
or graphing software, the key properties of exponential
functions of the form ax (a > 0, a 1) and their graphs (e.g.,
the domain is the set of the real numbers; the range is the
set of the positive real numbers; the function either
increases or decreases throughout its domain; the graph
has the x-axis as an asymptote and has y-intercept = 1);
• describe the graphical implications of changes in the 7 414-421
parameters a, b, and c in the equation y = cax + b;
• compare the rates of change of the graphs of exponential 7 464-465
and non-exponential functions (e.g., those with equations y
= 2x, y = x2, y = and y = 2x);
• describe the significance of exponential growth or decay 7 452-454, 458-461, 467-
within the context of applications represented by various 476
mathematical models (e.g., tables of values, graphs);
• pose and solve problems related to models of exponential 7 447-448, 452-454, 456-
functions drawn from a variety of applications, and 458, 461, 467-472, 475-
communicate the solutions with clarity and justification. 476

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Defining and Applying Logarithmic Functions
By the end of this course, students will:
• define the logarithmic function logax (a > 1) as the inverse 7 422-429
of the exponential function ax, and compare the properties
of the two functions;
• express logarithmic equations in exponential form, and 7 422, 424-425, 427-429
vice versa;
• simplify and evaluate expressions containing logarithms; 7 423-424, 428, 430-435
• solve exponential and logarithmic equations, using the 7 436-443
laws of logarithms;
• solve simple problems involving logarithmic scales (e.g., 7 443-448
the Richter scale, the pH scale, the decibel scale).
Understanding the Composition of Functions
By the end of this course, student will:
• identify composition as an operation in which two 5 268-269, 273-274
functions are applied in succession;
• demonstrate an understanding that the composition of two 5 270-271, 273-275
functions exists only when the range of the first function
overlaps the domain of the second;
• determine the composition of two functions expressed in 5 269-276
function notation;
• decompose a given composite function into its constituent 5 273, 276
parts;
• describe the effect of the composition of inverse functions 5 272-273, 275
[i.e., ƒ(f–1(x)) = x].

Underlying Concepts of Calculus

Overall Expectations
By the end of this course, students will:
• determine and interpret the rates of change of functions drawn from the natural and social sciences;
• demonstrate an understanding of the graphical definition of the derivative of a function;
• demonstrate an understanding of the relationship between the derivative of a function and the key features
of its graph.

Specific Expectations
Chapter Page(s)
Understanding Rates of Change
By the end of this course, students will:
• pose problems and formulate hypotheses regarding rates of 3 159-160, 172
change within applications drawn from the natural and
social sciences; 4 231, 327-238, 245-252
• calculate and interpret average rates of change from 3 161-165, 167-170, 172
various models (e.g, equations, tables of values, graphs) of
functions drawn from the natural and social sciences;
• estimate and interpret instantaneous rates of change from 3 161-172
various models (e.g, equations, tables of values, graphs) of
functions drawn from the natural and social sciences;
• explain the difference between average and instantaneous 3 161-164, 167-172
rates of change within applications and in general;
• make inferences from models of applications and compare 3 159-160, 166-167, 169,
the inferences with the original hypotheses regarding rates 171-172
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 Chapter Page(s)
of change.
Understanding the Graphical Definition of the Derivative
By the end of this course, students will:
• demonstrate an understanding that the slope of a secant on 3 121-122, 126, 128-129,
a curve represents the average rate of change of the 159-160, 166, 168-170,
function over an interval, and that the slope of the tangent 172
to a curve at a point represents the instantaneous rate of
change of the function at that point;
• demonstrate an understanding that the slope of the tangent 3 120-129
to a curve at a point is the limiting value of the slopes of a
sequence of secants;
• demonstrate an understanding that the instantaneous rate of 3 130-139, 159-164, 166-
change of a function at a point is the limiting value of a 172
sequence of average rates of change;
• demonstrate an understanding that the derivative of a 4 186, 191, 193-196, 222-
function at a point is the instantaneous rate of change or 223, 225-239, 245-252
the slope of the tangent to the graph of the function at that
point.
Connecting Derivatives and Graphs
By the end of this course, students will:
• describe the key features of a given graph of a function, 6 312-315, 317-323, 326-
including intervals of increase and decrease, critical points, 341, 362-374
points of inflection, and intervals of concavity;
• identify the nature of the rate of change of a given 4 222-223, 225-226, 232,
function, and the rate of change of the rate of change, as 234-239
they relate to the key features of the graph of that function;
322-329, 331-341, 377,
6 379, 381, 386-387, 389-
392
• sketch, by hand, the graph of the derivative of a given 4 188-189, 195
graph.

Derivatives and Applications

Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the first-principles definition of the derivative;
• determine the derivatives of given functions, using manipulative procedures;
• determine the derivatives of exponential and logarithmic functions;
• solve a variety of problems, using the techniques of differential calculus;
• sketch the graphs of polynomial, rational, and exponential functions;
• analyse functions, using differential calculus.

Specific Expectations
Chapter Page(s)
Understanding the First-Principles Definition of the Derivative
By the end of this course, students will:
• determine the limit of a polynomial, a rational, or an 3 140-141, 143-156
exponential function;
7 415-416, 418-421, 477

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 • demonstrate an understanding that limits can give 3 140-145, 147, 153-156
information about some behaviours of graphs of functions
x 2 − 25
[e.g., lim predicts a hole at (5, 10)];
x →5 x−5
• identify examples of discontinuous functions and the types 3 141-146, 148, 150, 152-
of discontinuities they illustrate; 156
• determine the derivatives of polynomial and simple 4 187-188, 190-191, 193-
rational functions from first principles, using the 196
definitions of the derivative function, identify examples of
functions that are not differentiable.

ƒ(x + h) - ƒ(x)
lim
ƒ'(x) = and
h 0
h

ƒ(x) - ƒ(a)
lim
ƒ'(a) = ;
x a
x-a
Determining Derivatives
By the end of this course, students will:
• justify the constant, power, sum-and- difference, product, 4 197-198, 200, 203, 206,
quotient, and chain rules for determining derivatives; 209-211, 214

277, 283
5
• determine the derivatives of polynomial and rational 4 197-220
functions, using the constant, power, sum-and-difference,
product, quotient, and chain rules for determining 5 278-283
derivatives;
• determine second derivatives; 4 221-226
• determine derivatives, using implicit differentiation in 5 285-290, 300
simple cases (e.g., 4x2 + 9y2 = 36).
Determining the Derivatives of Exponential and Logarithmic
Functions
By the end of this course, students will:
• identify e as and approximate the limit, using informal 7 456-458, 461
methods;

lim
n

• define ln x as the inverse function of ex; 7 452-453

• determine the derivatives of the exponential functions ax 7 449-453, 458-459, 463-
and ex and the logarithmic functions logax and ln x; 464, 468
• determine the derivatives of combinations of the basic 7 452, 545-456, 458-460,
polynomial, rational, exponential, and logarithmic 465-466, 468-470
functions, using the rules for sums, differences, products,
quotients, and compositions of functions.

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Using Differential Calculus to Solve Problems
By the end of this course, students will:
• determine the equation of the tangent to the graph of a 3 124, 127, 134, 137-139
polynomial, a rational, an exponential, or a logarithmic
function, or of a conic; 7 456, 459, 469, 477

5 288, 290
• solve problems of rates of change drawn from a variety of 3 161-172
applications (including distance, velocity, and
acceleration) involving polynomial, rational, exponential, 7 471-476
or logarithmic functions;
4 227-239, 245-252
• solve optimization problems involving polynomial and 6 375-394
rational functions;
• solve related-rates problems involving polynomial and 5 291-299
rational functions.
Sketching the Graphs of Polynomial, Rational, and Exponential
Functions
By the end of this course, students will:
• determine, from the equation of a rational function, the 6 342-374, 398
intercepts and the positions of the vertical and the
horizontal or oblique asymptotes to the graph of the
function;
• determine, from the equation of a polynomial, a rational, 6 314-318, 321-322, 324-
or an exponential function, the key features of the graph of 329, 331-341, 362-374
the function (i.e., intervals of increase and decrease,
critical points, points of inflection, and intervals of
concavity), using the techniques of differential calculus, 416-417, 419-421
and sketch the graph by hand; 7
• determine, from the equation of a simple combination of 7 454-455, 466-467
polynomial, rational, or exponential functions (e.g., ƒ(x) =
), the key features of the graph of the combination of
functions, using the techniques of differential calculus, and
sketch the graph by hand;
• sketch the graphs of the first and second derivative 4 224-225
functions, given the graph of the original function;
• sketch the graph of a function, given the graph of its 4 189-190, 196
derivative function.
Using Calculus Techniques to Analyse Models of Functions
By the end of this course, students will:
• determine the key features of a mathematical model of an throughout the
application drawn from the natural or social sciences, book
using the techniques of differential calculus;
• compare the key features of a mathematical model with the throughout the
features of the application it represents; book
• predict future behaviour within an application by throughout the
extrapolating from a mathematical model of a function; book
• pose questions related to an application and answer them throughout the
by analysing mathematical models, using the techniques of book
differential calculus;

• communicate findings clearly and concisely, using an throughout the

effective integration of essay and mathematical forms. book
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McGraw-Hill Ryerson, 300 Water Street, Whitby ON,7 L1N 9B6 Tel: (905) 430-5000, Fax: (905) 430-5194
Toll Free Order: 1-800-565-5758, Toll Free Fax: 1-800-463-5885 www.mcgrawhill.ca/school