What about a miniproject where learners each draw a segment, then rotate it to a new group member, they have to rotate it +/- 90 deg, etc? The visual might help them confirm, then there’d be so much data on points and slopes.

]]>I would have Power Rule/Chain Rule questions of 3-4 levels of difficulty including your √ question without providing the answer. I don’t recommend the “Show that the derivative is…” type IF you’re testing skill. Of course there will always be an issue of the FORM of their answer.

Giving the derivative is ideal for concept/graph questions:

Given f(x)=√(25-x²), f'(x)= -x/√(25-x²)

(a) Find f'(4) .

(b) Explain relationship between answer to (a) and the graph of f(x).

Note: This is difficult for non-AP students but I’m sure you would only ask it if they experienced many of these.

Students will always opt for “EASIER”!

]]>Thanks for pressing my thinking. I’m planning on exploring this in another post, and I hope we can continue the conversation! ]]>

Thanks for dropping by and for bringing the problem to my attention. I think that I have fixed the access problem now.

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