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AP Calculus

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Special Focus: The Fundamental<br />

Theorem of <strong>Calculus</strong><br />

antiderivatives differ only by a constant. A proof of the antiderivative part<br />

can also be given that uses the Mean Value Theorem for Definite Integrals. See<br />

Larson’s <strong>Calculus</strong> of a Single Variable 2 .)<br />

• Looking at each part of the theorem, can you explain why we say differentiation<br />

and integration are inverse processes?<br />

∫<br />

x<br />

( d f ( t) dt = f ( x)<br />

, so differentiation after integration yields the original<br />

dx a<br />

b<br />

function. In reverse, we have ∫ F ′( x ) dx = F ( b ) − F ( a ), so by integrating the<br />

a<br />

derivative F ′ we get back to the function F (up to a constant).)<br />

• Can we solve the differential equation dF = f for every continuous function f?<br />

What about the initial value?<br />

dx<br />

x<br />

(Yes, the solution is F( x) = F( a) + ∫ f ( t)<br />

dt , where F( a) is the given<br />

a<br />

initial condition.)<br />

• How is the concept of limit, the foundation of both the integral and differential<br />

calculus, used in these proofs?<br />

(When we prove the antiderivative part, we use a limit as h → 0 to compute the<br />

derivative using difference quotients, and for the evaluation part via the Mean<br />

Value Theorem, we compute the limit of a Riemann sum as n → ∞.)<br />

Whichever proofs you choose, the consideration of ∫ f ( t)<br />

dt as a function can provide<br />

a<br />

opportunities for rich discussion. Identifying the domain of a particular function<br />

∫<br />

x<br />

a<br />

f ( t)<br />

dt, understanding that the Fundamental Theorem says that continuous functions<br />

are in fact derivatives, and realizing that the theorem shows that we can find solutions<br />

to initial value differential equations even when a closed form of the antiderivative is<br />

not available—each of these requires a level of understanding that goes beyond the rote.<br />

Helping students understand the proofs you choose can contribute to the goal of helping<br />

them reach the level of understanding and appreciation we hope for them to achieve.<br />

x<br />

2<br />

Ron Larson, et al., <strong>Calculus</strong> of a Single Variable: Early Transcendental Functions, 3 rd ed., Boston:<br />

Houghton Mifflin, 2003.<br />

<strong>AP</strong>® <strong>Calculus</strong>: 2006–2007 Workshop Materials 103

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