See how the equation form of Ohm's law relates to a simple circuit. Adjust the voltage and resistance, and see the current change according to Ohm's law. The sizes of the symbols in the equation change to match the circuit diagram.

See how the equation form of Ohm's law relates to a simple circuit. Adjust the voltage and resistance, and see the current change according to Ohm's law. The sizes of the symbols in the equation change to match the circuit diagram.

This spreadsheet collects the learning objectives from each section of the OpenStax College Algebra book. This is a derivative work and is licensed under CC BY 4.0.

This resource contains a news article, a facilitation guide, and two activity handouts. Students flip coins, gather and analize data, and gain an appreciation for the challenge of generating truly random data. Then the students are guided through forming a statistical hypothesis, gathering and analyzing evidence, and interpreting their analysis using p-values. The lesson ends with a discussion of Benford’s Law. This activity aligns with MATH 1342 Learning Outcome 8: Perform hypothesis testing using statistical methods.

This interactive Flash animation allows students to explore size estimation in one, two and three dimensions. Multiple levels of difficulty allow for progressive skill improvement. In the simplest level, users estimate the number of small line segments that can fit into a larger line segment. Intermediate and advanced levels offer feature games that explore area of rectangles and circles, and volume of spheres and cubes. Related lesson plans and student guides are available for middle school and high school classroom instruction. Editor's Note: When the linear dimensions of an object change by some factor, its area and volume change disproportionately: area in proportion to the square of the factor and volume in proportion to its cube. This concept is the subject of entrenched misconception among many adults. This game-like simulation allows kids to use spatial reasoning, rather than formulas, to construct geometric sense of area and volume. This is part of a larger collection developed by the Physics Education Technology project (PhET).

The students will play a classic game from a popular show. Through this they will see the probabilty that the ball will land each of the numbers with more accurate results coming from repeated testing.

This video dives deeper into the concept of Expected Value and demonstrates how it can be applied to a few practice problems.

This video is additional practice problems on the applications of Expected Value and how to solve word problems.

In these activities, students discover how the constant 𝑒 (Euler’s number) arises naturally whenapproximating an exponential function with a linear function. They use technology to confirm that at thepoint (0,1), the function 𝑓(𝑥) = 𝑥 + 1 is tangent to, and therefore a linear approximation of, 𝑔(𝑥) = ex.After confirming that, at 𝑥 = 0, the function 𝐿(𝑥) = 𝑥 + 1 is a linear approximation of 𝑓(𝑥) = 𝑒!, studentsuse this information to find more general approximations for exponential functions by scaling the input.These functions are applied to solving problems involving exponential growth and decay. Students alsodiscover how the constant 𝑒 arises naturally when modeling compound interest with increasingly frequentintervals of compounding. 

In these activities, function notation is introduced as a way to efficiently describe quantities and how theychange. Further, the importance of spending class time building a learning community and sharedresponsibility with each new group of students is encouraged. Students also practice using the functionnotation and immerse themselves in situations that have many changing quantities. Students will begin todevelop their own understanding of what a function is, what it is not, and how to identify functionrelationships. They will also continue to refine their strategies for recognizing function relationships andthink about the concept of a function in multiple representations. 

In these activities, students investigate rational functions near vertical asymptotes. The context is a modelfor the apparent height of a distant object. Models of the time to charge or discharge a cell phone batteryas a function of the charger current or screen size is used to investigate the output values of the functionnear its asymptotes. In the context of a model for the position of a shadow of a projectile, studentsencounter functions with removable discontinuities (corresponding to “holes”) and non-removablediscontinuities (corresponding to vertical asymptotes). Students develop strategies for determining thebehavior of rational functions near vertical asymptotes using algebra. 

In these activities, students understand that it is not always appropriate to use technology to graph rationalfunctions. They explore some of the problems that often arise when using technology to graph rationalfunction, and begin to understand why a hand-drawn graph is, at times, more appropriate than a computer-generated graph. These technology problems motivate the need for creating hand-drawn graphs and setthe stage for subsequent activities. Students also explore how to use technology to analyze rationalfunctions and to find extreme values. They set appropriate windows on their graphing technology to viewdifferent intervals of the graph to find local maxima and minima. Students create hand-drawn graphs withnon-constant scales that might better show all the features of a rational function, including those thatmight be difficult to see on a computer-generated graph. Students are introduced to an example of howrational functions are used in pharmacokinetics, a branch of pharmacology that studies substancesadministered to humans. Also, the equation for relativistic velocity is presented as supplemental contentand students use it to calculate observed velocities of objects traveling at speeds over 25% of the speed oflight.

In these activities, students begin to explore the inverse of a quadratic function. The inverse is thought ofas a function that “reverses” the process of the given quadratic function. Students refine theirunderstanding of inverse functions. They work with the formal definition of the inverse of a function, findinverses of linear functions, and encounter functions that do not have inverses. Also, students learn how todetermine a domain restriction in order to make a quadratic function one-to-one. They also learn to findthe inverse of the restricted function, such as finding the inverse of a square root function and making anappropriate domain restriction on the resulting quadratic function. Students are also introduced to theconcept of instantaneous rate of change, which they approximate by calculating average rates of changeover shorter and shorter time intervals. 

In these activities, students explore linear growth functions using information about different wildlifepopulations. Students learn key information about linear functions, such as slope, vertical intercept, andwhether the function is increasing or decreasing, using multiple representations. They also continue topractice using and interpreting function notation. Students will use multiple representations to interpretexponential functions as modeling growth or decline by an equal percentage over equal time periods.They also calculate the average rate of change of a function over a given interval. Students determine theperiod of a periodic function and will use the period to make predictions of future values of the function.Students continue to develop skills involving function notation, increasing/decreasing functions, andaverage rates of change. Students also determine whether given functions appear to be linear, exponential,or periodic, and then they make predictions based on their decisions, choosing among various strategies.Finally, students are introduced to study groups. In an active, collaborative learning environment, studentsare responsible for their own learning and for supporting the learning of others.

In these activities, students are introduced to piecewise-defined functions by having exploring the conceptof braking force and its relationship to the distance that a brake pedal is depressed. Within this context,students begin writing the equation of a piecewise-defined function using descriptions of its behavior overdifferent intervals. The activities also introduce students to an example of a logarithmic function. Studentsexplore this function by examining rates of change. Students use multiple representations of a logarithmicfunction (i.e., tables and graphs) in their investigations. The activities also continue to explore thelogarithmic relationship between the magnitude of an earthquake and the energy it releases. Studentscontinue to use multiple representations of a logarithmic function to investigate changes betweenindependent and dependent variables. They also show students that some functions may have less regularbehavior than other functions they’ve explored so far. All of the vocabulary and tools previouslyintroduced will still allow students to explore these functions, identify intervals where function valuesincrease and decrease, and calculate the average rate of change. 

In these activities, students investigate the logistic model for population growth. Unlike exponentialgrowth, the logistic model “levels off” at a carrying capacity. Therefore, the logistic model assumes thatthe surrounding environment can only support a certain population due to contextual constraints. Theequation associated with the logistic model contains exponential terms, similar to the models associatedwith Newton’s law of cooling/heating. Students will adjust a parameter of the model so it best matchesthe given data. The final model provides insight into the long-term behavior of the population. Studentsalso study logistic models, which lead to exponential equations that are algebraically more demanding tosolve than those in previous activities. 

In these activities, students develop and use a strategy to match an exponential function to existing data.Students are asked to determine an appropriate base, decay rate, and initial value (or scaling factor) of theexponential function and decide if the resulting model is reasonable. They continue to explore exponentialfunctions with a scenario involving an analog produce scale, which is typically encountered insupermarkets and outdoor farmer’s markets. Students will work with an unspecifiedfunction, which is oscillatory. They also examine the energy delivered by a defibrillator, which is acomposition of an exponential function with a power function. Composing these two functions yieldsanother exponential function that models the energy delivered by the defibrillator as a function of time. 

In these activities, students explore Newton’s law of cooling by looking at the average rate of change of afunction that models a cooling situation. They examine the pattern in the average rates of change oversmall intervals and see that the average rates of change are proportional to the difference between theobject’s temperature and the ambient temperature. Students also check that a given model agrees withstated assumptions by computing and examining average rates of change. The notion that exponentialfactors can appear in other classes of functions, and reinforces the importance of the behavior ofexponential functions in mathematics and applied sciences is introduced. 

In these activities, students create a new function that measures the average rate of change of anexponential decay and half-life function and realize that the behavior of this new function is exponential.They explore a medical context in order to further understand the relationship between an exponentialfunction and its rate of change, and build on their understanding of the exponential behavior of theaverage rate of change function by looking at its outputs. Students study exponential functions of the form𝑦 = 𝐶𝑎𝑥, and connect information about the constants 𝐶 and 𝑎 to the shape of the graph of the function.Students also compare exponential functions using information about the base 𝑎. In addition tounderstanding that exponential growth corresponds to 𝑎 > 1 and that exponential decay corresponds to 0 <𝑎 < 1, students understand that as 𝑎 > 1 increases, the shape of the graph changes, and the graph becomessteeper for positive input values. Similarly, as 𝑎 decreases, for 0 < 𝑎 < 1, the shape of the graph changesand the function values go to zero more rapidly.

In these activities, students compute and interpret average rates of change (AROC) of polynomialfunctions in the context of examining the change in height while riding a rollercoaster. Students alsopractice algebraic manipulation of polynomials in the context of modeling the height of a drone above theground. The activities include a three-part activity which investigates a model for fuel consumption inwhich fuel consumption is represented as a function of speed, uses function composition to represent thefuel consumption as a function of time, and investigates total consumption as the area under theconsumption rate curve.