Engaging students: Introducing the number e

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for engaging their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Jillian Greene. Her topic, from Precalculus: introducing the number e.

How does this topic extend what your students should have learned in previous courses?

By this point in their mathematics career, the students have had plenty of experience with simple and compound interest formulas. Whether or not they discovered it them themselves through exploration in a class or their teacher just gave it to them, they’ve used it before. Now we can do an exploration activity that will connect that formula to the number e, and then to the limit. The activity will say: what if you invested $1 for 1 year at 100% compound interest? It’s a pretty good deal! But how much does the number of compounding periods affect the final value? Using the formula they have, A=P(1+r/n)^nt, they will calculate how much money they will make if it’s compounded:

Yearly
Biannually
Quarterly
Weekly
Daily
Hourly
Every minute
And every second

The first time it’s compounded, the final value will be $2. However, the more compounding periods you add, the closer to e you’ll get. For instance, weekly would be A=1(1+1/52)^52=2.69259695. Every second will get you A=1(1+1/31536000)^31536000=2.71828162, which is pretty to 2.718. The last three calculations will actually begin with 2.718. We can have some discussion with this as a class, bringing in the concept of limits. Then we can assess and see if anyone has seen this number before. If not, they can pop out their calculators and you can have them type “e” and then hit enter, and blow their minds.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

Though Euler does not receive credit for the first discovery of the number e, he does receive credit for naming it and first publishing it. Some say the e means exponential, some say he’d already published uses for a-d, and some say he named it after himself. He is quoted directly for saying “For the number whose logarithm is unity, let e be written, which is 2,7182817… [sic] whose logarithm according to Vlacq is 0,4342944… “ regarding the number e. He also has a couple of other choice quotes that illustrate his humor, ie “[upon losing the use of his right eye] ‘Now I will have less distraction.’” And “”Sir,

hence God exists; reply!” In response to the French philosophe Diderot, who was trying to convert the court of Catherine the Great of Russia to atheism. Diderot had no idea what Euler was talking about and left the court to a chorus of laughter.” Back to e, however. If Euler did not first discover it, who did? A man name John Napier did the best he could to discover e. Napier was alive from 1550-1617, so he did not have access to a rich history of advanced algebra. Logarithm tables existed, some close to natural log, but none to identify this mystical number. Napier was merely trying to find an easier way to approach multiplication (and consequently exponentiation). His work, Construction of the Marvelous Rule of Logarithms, he states that X=Nap log y, where Nap log (10⁷)=0. In today’s terms, with today’s math, we can translate that to Nap log y = 10⁷ log_1/_e(y/10⁷_).

How has this topic appeared in high culture (art, classical music, theatre, poetry* etc.)?

After some discussion on this topic, if my class is a pre-AP or particularly curious class, I will have them go around and read this poem about e out loud. Then from this poem, I can have the students split up into groups. Each group will be responsible for dissecting this poem for certain things and then presenting their most interesting/exciting/relatable findings. One group will tackle the names; what history lesson is given to us here? Another group will handle applications; what did the various figures say we can do with e? The final group will report back on different representations of e; what all is e equal to? My expectations here would be for the students to see the insanely vast history and application of this number and gain some appreciation. I would expect to see Napier, Euler, and Leibniz for sure from the first group. From the second group, I would expect continuous compound interest, 1/e in probability and statistics, and calculus. The third group would be expected to present the numerical value of e, the limit that e is equal to, its infinite sum representation, and Euler’s identity. A number worthy of a 500 word poem and a slew of historical mathematicians must be important.

The Enigmatic Number e

by Sarah Glaz

It ambushed Napier at Gartness,
like a swashbuckling pirate
leaping from the base.
He felt its power, but never realized its nature.
e‘s first appearance in disguise—a tabular array
of values of ln, was logged in an appendix
to Napier‘s posthumous publication.
Oughtred, inventor of the circular slide rule,
still ignorant of e‘s true role,
performed the calculations.

A hundred thirteen years the hit and run goes on.
There and not there—elusive e,
escape artist and trickster,
weaves in and out of minds and computations:
Saint-Vincent caught a glimpse of it under rectangular hyperbolas;
Huygens mistook its rising trace for logarithmic curve;
Nicolaus Mercator described its log as natural
without accounting for its base;
Jacob Bernoulli, compounding interest continuously,
came close, yet failed to recognize its face;
and Leibniz grasped it hiding in the maze of calculus,
natural basis for comprehending change—but
misidentified as b.

The name was first recorded in a letter
Euler sent Goldbach in November 1731:
“e denontat hic numerum, cujus logarithmus hyperbolicus est=1.”
Since a was taken, and Euler
was partial to vowels,
e rushed to make a claim—the next in line.

We sometimes call e Euler‘s Number: he knew
e in its infancy as 2.718281828459045235.

On Wednesday, 6^th of May, 2009,
e revealed itself to Kondo and Pagliarulo,
digit by digit, to 200,000,000,000 decimal places.
It found a new digital game to play.

In retrospect, following Euler‘s naming,
e lifted its black mask and showed its limit:
e=limn→∞(1+1n)ne=limn→∞(1+1n)n
Bernoulli‘s compounded interest for an investment of one.

Its reciprocal gave Bernoulli many trials,
from gambling at the slot machines to deranged parties
where nameless gentlemen check hats with butlers at the door,
and when they leave, e‘s reciprocal hands each a stranger’s hat.

In gratitude to Euler, e showed a serious side,
infinite sum representation:
e=∑n=0∞1n!=10!+11!+12!+13!+⋯e=∑n=0∞1n!=10!+11!+12!+13!+⋯

For Euler‘s eyes alone, e fanned the peacock tail of
e−12e−12’s continued fraction expansion,
displaying patterns that confirmed
its own irrationality.

A century passed till e—through Hermite‘s pen,
was proved to be a transcendental number.
But to this day it teases us with
speculations about e^e.

e‘s abstract beauty casts a glow on Euler’s Identity:
eⁱ^ð + 1 = 0,
the elegant, mysterious equation,
where waltzing arm in arm with i and π,
e flirts with complex numbers and roots of unity.

We meet e nowadays in functional high places
of Calculus, Differential Equations, Probability, Number Theory,
and other ancient realms:
y = e^x
e is the base of the unique exponential function
whose derivative is equal to itself.
The more things change the more they stay the same.
e gathers gravitas as solid under integration,
∫exdx=ex+c∫exdx=ex+c
a constant c is the mere difference;
and often e makes guest appearances in Taylor series expansions.
And now and then e stars in published poetry—
honors and administrative duties multiply with age.

References:

http://www.maa.org/press/periodicals/convergence/the-enigmatic-number-iei-a-history-in-verse-and-its-uses-in-the-mathematics-classroom-the-annotated

http://www.maa.org/publications/periodicals/convergence/napiers-e-napier

http://www-history.mcs.st-and.ac.uk/HistTopics/e.html

Engaging students: Arithmetic sequences

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Jessica Martinez. Her topic, from Precalculus: arithmetic sequences.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

Perhaps some of us realized that we were pretty good at math at a young age, though I wonder if anyone was as good at math, or as fast a learner, as Carl Friedrich Gauss was. When Gauss was two he taught himself how to read; when he was three he checked and corrected his dad’s math whenever his father was calculating the payroll; and probably one of the most famous stories about Gauss was that when he was 9 or 10 he created a formula for an arithmetic progression just by glancing at a problem, which ultimately helped Gauss to start his lifelong education and career in mathematical theory. Gauss was sitting in an arithmetic class taught by a man named Buttner, who was said to dislike teaching peasant children, but he was so surprised and impressed that Gauss correctly calculated the solution to the sequence problem that Buttner started to take Gauss under his and wing and help him with his education. Turns out that the formula created by Gauss can be used to find any arithmetic progression. Later on, Gauss eventually earned a doctorate at the age of 22 with the financial help of the Duke of Brunswick; his dissertation was about the fundamental theory of algebra. Gauss had numerous and important contributions to the field of mathematics, but I won’t state them here for the fear of feeling highly insignificant to one of the greatest mathematicians of all time.

How has this topic appeared in pop culture (movies, TV, current music, video games, etc.)?

This is kind of a cool tidbit for any music lovers and any Led Zeppelin fans. So Led Zeppelin III had a crazy array of imagery on its album sleeve and volvelle, which was great way to further engage people who listened to their music. However, we know that records are a thing of past, replaced by CDs and now online streaming. So a musician named Bill Baird, who was inspired by the themes of Led Zeppelin’s third album, created a way to make his website and album just as aesthetically pleasing and interesting as LZ by using mathematical equations and formulas. The site where you can listen to his music has a sort of kaleidoscope design (inspired by LZ’s sundials and astronomical designs) that changes as the music plays, where the artwork “mimics the music” since music themes and sounds are constantly changing over time. However, even more interesting is that the music is different for every listener. The site uses an arithmetic sequence formula based on the listener’s location and the time they accessed the site along with the hand-mixed tracks by Bill to create a unique sequence (and thus a unique album) for every listener. If the database creates an already used track, it starts the process over again until it gets a new sequence.

How could you as a teacher create an activity or project that involves your topic?

One of my previous teachers suggested this as a great real world problem for arithmetic sequences: Halley’s Comet. The video itself is just a short clip in order to grab my students’ attention; the video describes the comet’s path, its velocity, and its appearances in history with fancy graphics and imaging which can appeal to the science and space lovers in my class along with history lovers. The path of the comet brings it around visible to earth about every 75 years. After we covered some basics on arithmetic sequences, I can present this video to my class and have them research the comet and how it can be represented with a sequence. Some of the questions I could ask them to answer could be: when did it last come? What are the next 3, 4, 5, etc. years it will visit? Have you or will you see it in your lifetime? Calculate its 50^th visit from its last visit, its 100^th visit? I could then challenge them to find some other natural phenomena that also follows an arithmetic sequence.

References

[Video file]. (2015, January 10). In The Legacy of Halley’s Comet. Retrieved November 18, 2016, from https://youtu.be/elsRH_utRdo

Carl Friedrich Gauss. (n.d.). Retrieved November 18, 2016, from http://www.sonoma.edu/math/faculty/falbo/gauss.html

Dial, C. (2016, October 27). Album Turns Into Something New Each Time It’s Played. Retrieved November 18, 2016, from http://www.psfk.com/2016/10/music-album-bill-baird-algorithm.html

Gauss: The Prince of Mathematics | Brilliant Math & Science Wiki. (n.d.). Retrieved November 18, 2016, from https://brilliant.org/wiki/gauss-the-prince-of-mathematics/

Howell, E. (2013, February 20). Halley’s Comet: Facts About the Most Famous Comet. Retrieved November 18, 2016, from http://www.space.com/19878-halleys-comet.html

Engaging students: Graphing the sine and cosine functions

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Jessica Bonney. Her topic, from Precalculus: graphing the sine and cosine functions.

How could you as a teacher create an activity or project that involves your topic?

A fun activity for students to learn how to graph the sine and cosine function would be having them build the graph using spaghetti and yarn. Students would start out with a simple warm-up to help them recall the different values of sine and cosine on the unit circle depending on the given angle. After the warm-up, I would then pair students off into groups of two and have them create the graphs, one creating the sine graph and the other creating the cosine graph. The first step in this activity would be for students to take their yarn and wrap it around the unit circle, marking each significant angle on the yarn with a marker. Next, students will create the x and y-axis on their paper, making the x-axis along the center of the paper (labeling it Θ) and the y-axis about 1/3 of the way from the left-end of the paper (labeling it either cosΘ or sinΘ). They then lay the yarn on the x-axis, with the end on the origin, which represents 0 radians, and using the marks they made on the yarn they will mark and label each point on the x-axis. Going back to the unit circle, students will then measure the major angles of either sine or cosine with spaghetti. This part is used to help solidify their understanding that the values of x and y correspond to cosine and sine. After measuring and cutting the spaghetti, students will then glue the spaghetti down to the matching angle on the coordinate plane. Once they have finished gluing their pasta down, students will take a marker and draw the curve. To end the lesson, I would have the students do a think-pair-share, answering the following question: Why is the function curve wider that the unit circle? After, I would have students compare their graphs and demonstrate how they found their graph.

How can this topic be used in your students’ future courses in mathematics or science?

Graphing the sine and cosine functions is a topic that students will carry on with them throughout the rest of their future science and mathematics courses. For starters, they will need to know how to do this for all advanced calculus or trigonometry classes they will take in high school or even in college. An example of this would be, when the students learn how to derive the tangent, cotangent, secant, and cosecant functions and graphs. Next, students will use this more in depth in their future physics courses. They will be able to relate waveforms and vibrations to that of specific sine and cosine graphs. Vibrations are graphs with the equations y=sin(t) or y=cos(t), and the time needed for one oscillation across the x-axis is referred to as a period. Waveforms are graphs with the equations y=sin(x) or y=cos(x), and the distance needed for one oscillation across the x-axis is referred to as a wavelength. As you can see, this particular topic in pre-calculus is an important piece in laying the foundation in their future academics and beyond.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

For starters, the word trigonometry comes from the Greek word trignon, meaning “triangle”, and metron, meaning “to measure.” Before the 16^th century, trigonometry was mainly used for computing the unaccounted for parts of a triangle when the other parts were given. When it comes to ancient civilizations, Egyptians had a collection of 84 algebra, arithmetic, and geometry problems called the Rhind Papyrus. This showed that the Egyptians had some knowledge about the triangle, almost like a “pre-trigonometry”. It wasn’t until the Greeks, that trigonometry began to make sense. Hipparchus was the first to construct a table of the values of trigonometric functions. The next key contribution to trigonometry as we know it came from India. The author of the Aryabhatiya used words for “chord” and “half-chord” which was later shortend to jya or jiva. Following this, Muslim scholars translated the words into Arabic, which was then translated into Latin. An English minister, Edmund Gunter, first used the shortened term that we know, sin, in 1624. In 1614, John Napier invented logarithms, the final major contribution of classical trigonometry.

References:

https://www.britannica.com/topic/trigonometry

http://betterlesson.com/lesson/437440/graphs-of-sine-and-cosine

http://www.algebralab.org/lessons/lesson.aspx?file=trigonometry_trigperiodfreq.xml

Engaging students: Solving Equations with Rational Functions

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Heidee Nicoll. Her topic, from Precalculus: solving equations with rational functions.

How could you as a teacher create an activity or project that involves your topic?

To jog the students’ memory of what rational functions look like and what some of their properties are, I would do a relay race with them. The class would be divided into two groups, and each group would have a different rational function, not anything too difficult, but something for which they could easily compute values, something like f(x)=-2/x and g(x)=3/x. On the board would be two large papers, each with a table of values and a blank graph. The x-values would be filled in, but the y-values would be blank. The students would line up, and the first student in each line has to compute the y-value for the first given x-value, then grab the one marker for his/her team, go up to the board and write that value in the table. The next student will compute the next value, and so on. The students would be able to use the calculators on their phones if necessary, but they would not be able to use graphing calculators since they would be able to just plug the function in and look at the table. Once the teams had all the y-values written down, the next student would have to come up to the board and plot the first point on the graph, and so on, until all the points were plotted. The very last student would connect the dots to make a curve. Then we could have a class discussion about vertical asymptotes, and how they show up in the table as an error or undefined value. We could talk about what they remember of end behavior, horizontal asymptotes, x- and y-intercepts, and that could lead into the rest of the lesson.

How can technology (YouTube, Khan Academy [khanacademy.org], Vi Hart, Geometers Sketchpad, graphing calculators, etc.) be used to effectively engage students with this topic?

Desmos online graphing calculator is quite nifty. The functions show up in different colors, and you can graph points as well as lines and curves. I found a sort of online worksheet on Desmos talking about rational functions, and modified it. This is the link to the modified version: https://www.desmos.com/calculator/zi62lrxnim It leads the student step by step, as they click on each function to see it on the graph, through looking at the vertical asymptotes, x- and y-intercepts, any holes or slant asymptotes, and at the very end gets them thinking about intersections and solving equations. The purpose would be to remind the students of all the properties of rational functions that we should think about when solving, and how graphing the functions to get a solution is a viable option. In the activity, the students are also asked to move a few slides to graph the correct asymptotes. In this way they are not just taking in information, but are required to provide some answers of their own. All of this information should be already learned, so it would just be a review for the students as they take what they already know and learn how to apply it to solving equations with rational functions.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

This is a paragraph from Encyclopedia Britannica about Apollonius of Perga and his contributions to geometry.

Greek geometry entered its golden age in the 3rd century. This was a period rich with geometric discoveries, particularly in the solution of problems by analysis and other methods, and was dominated by the achievements of two figures: Archimedes of Syracuse(early 3rd century bc) and Apollonius of Perga (late 3rd century bc). Apollonius is best known for his Conics, a treatise in eight books (Books I–IV survive in Greek, V–VII in a medieval Arabic translation; Book VIII is lost). Apollonius presented a comprehensive survey of the properties of these [parabolas, hyperbolas, and ellipses]. A sample of the topics he covered includes the following: the relations satisfied by the diameters and tangents of conics (Book I); how hyperbolas are related to their “asymptotes,” the lines they approach without ever meeting (Book II); how to draw tangents to given conics (Book II); relations of chords intersecting in conics (Book III); the determination of the number of ways in which conics may intersect (Book IV); how to draw “normal” lines to conics (that is, lines meeting them at right angles; Book V); and the congruence and similarity of conics (Book VI). (Knorr).

We would read it as a class and I would point out that a hyperbola is the parent function for rational functions, y=1/x, and that when we are talking about asymptotes, we are using information that Apollonius worked on and studied.

Works Cited

Biographical Dictionary. n.d. Image. 18 November 2016.

Knorr, Wilbur R. Encyclopedia Britannica: Greek Mathematics. n.d. Website. 18 November 2016.

Original Desmos Activity: https://www.desmos.com/calculator/3azkdx4llk

Modified Desmos Activity: https://www.desmos.com/calculator/zi62lrxnim

Engaging students: Deriving the double angle formulas for sine, cosine, and tangent

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Daniel Adkins. His topic, from Precalculus: deriving the double angle formulas for sine, cosine, and tangent.

How does this topic extend what your students should have already learned?

A major factor that simplifies deriving the double angle formulas is recalling the trigonometric identities that help students “skip steps.” This is true especially for the Sum formulas, so a brief review of these formulas in any fashion would help students possibly derive the equations on their own in some cases. Listed below are the formulas that can lead directly to the double angle formulas.

A list of the formulas that students can benefit from recalling:

Sum Formulas:
- sin(a+b) = sin(a)cos(b) + cos(a)sin(b)
- cos(a+b) = cos(a)cos(b) – sin(a)sin(b)
- tan(a+b) = [tan(a) +tan(b)] / [1-tan(a)tan(b)]

Pythagorean Identity:
- Sin² (a) + Cos²(a) = 1

This leads to the next topic, an activity for students to attempt the equation on their own.

How could you as a teacher create an activity or project that involves your topic?

I’m a firm believer that the more often a student can learn something of their own accord, the better off they are. Providing the skeletal structure of the proofs for the double angle formulas of sine, cosine, and tangent might be enough to help students reach the formulas themselves. The major benefit of this is that, even though these are simple proofs, they have a lot of variance on how they may be presented to students and how “hands on” the activity can be.

I have an example worksheet demonstrating this with the first two double angle formulas attached below. This is in extremely hands on format that can be given to students with the formulas needed in the top right corner and the general position where these should be inserted. If needed the instructor could take this a step further and have the different Pythagorean Identities already listed out (I.e. Cos²(a) = 1 – Sin²(a), Sin²(a) = 1 – Cos²(a)) to emphasize that different formats could be needed. This is an extreme that wouldn’t take students any time to reach the conclusions desired. Of course a lot of this information could be dropped to increase the effort needed to reach the conclusion.

A major benefit with this also is that even though they’re simple, students will still feel extremely rewarded from succeeding on this paper on their own, and thus would be more intrinsically motivated towards learning trig identities.

How can Technology be used to effectively engage students with this topic?

When it comes to technology in the classroom, I tend to lean more on the careful side. I know me as a person/instructor, and I know I can get carried away and make a mess of things because there was so much excitement over a new toy to play with. I also know that the technology can often detract from the actual math itself, but when it comes to trigonometry, and basically any form of geometric mathematics, it’s absolutely necessary to have a visual aid, and this is where technology excels.

The Wolfram Company has provided hundreds of widgets for this exact purpose, and below, you’ll find one attached that demonstrates that sin(2a) appears to be equal to its identity 2cos(a)sin(a). This is clearly not a rigorous proof, but it will help students visualize how these formulas interact with each other and how they may be similar. The fact that it isn’t rigorous may even convince students to try to debunk it. If you can make a student just irritated enough that they spend a few minutes trying to find a way to show you that you’re wrong, then you’ve done your job in that you’ve convinced them to try mathematics for a purpose.

After all, at the end of the day, it doesn’t matter how you begin your classroom, or how you engage your students, what matters is that they are engaged, and are willing to learn.

Wolfram does have a free cdf reader for its demonstrations on this website: http://demonstrations.wolfram.com/AVisualProofOfTheDoubleAngleFormulaForSine/

References

Engaging students: Using Pascal’s triangle

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Daniel Herfeldt. His topic, from Precalculus: using Pascal’s triangle.

A great activity for Pascal’s triangle would be to first have the students find a pattern of odds and evens. The first thing that you would do is to print out blank Pascal’s triangle. You would give each student a paper for them to fill out. They would have to first fill out the triangle themselves. This would give them practice on which numbers to add as well as further see a pattern of what the next one would potentially look like. After they finish, they would have to color in all of the odd numbers a certain color, and followed by coloring all of the even ones a different color. From here, they will see that once you color it is, the even numbers will make an upside down triangle. Next to the biggest triangles, you will see smaller triangles. An example is shown below. When the students have finished, you will show them why it is like that. Then explain what the name of the colored triangle is, which is called the Sierpinski Triangle.

Pascal’s Triangle is used all over mathematics. It is mainly recognized as how to find the coefficients of binomials, as well as a lot of other uses for binomials. What students and many other people do not know, is that this triangle can be used for much more. For example, you are able to use Pascal’s triangle to find the Fibonacci sequence. Although it may be a little harder to find than the coefficients of binomials, it is still possible. If you add up the numbers in a diagonal pattern from right to left, you will be able to find the Fibonacci sequence. Below will be a picture of how this is implemented. Another way that this will help in future courses is that it allows you to find squares of a number easily. If you look at the 3^rd diagonal row, adding two consecutive numbers from left to right will give the square of a number. A picture of this will also be posted below. Another way that this is implemented in future courses is statistics and probability. This triangle can be used to find the probability of many different things. This is only a few ways that the triangle can be used in future courses, considering that there are plenty of other ways it can be used. In all, this is a very important topic for someone that is pursuing mathematics.

Fibonacci sequence:

Triangular numbers:

This video would be a great way to either start a lesson on Pascal’s Triangle or to review the lesson before a test. The video shows different ways that you can implement the triangle to solve different things in mathematics. If this was the video to start the lesson, I would have each student take out a notebook and writing utensil while watching the video. Throughout the video the students would have to find at least three different ways a person may use Pascal’s triangle that they found particularly interesting. This should lead to most of the ways to be picked by at least one student. After they share their answers, explain further why these work. This could make students more intrigued with the subject. If the video was for a review of the topic, I would also have the students have out a writing utensil and a notebook. For this instance, I would have each individual write down what they had forgotten about Pascal’s triangle. From here the teacher will review the points that were most forgotten, serving as a review.

Engaging students: Finding the domain and range of a function

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Brittany Tripp. Her topic, from Precalculus: finding the domain and range of a function.

How could you as a teacher create an activity or project that involves your topic?

One of my favorite games growing up was Memory. For those who haven’t played, the objective of the game is to find matching cards, but the cards are face down so you take turns flipping over two cards and have to remember where the cards are so when you find the match you can flip both of the matching cards. To win the game you have to have the most matches. I think creating an activity like this, that involves finding domain and range, would be a really fun way to get students’ engaged and excited about the topic. You could place the students in pairs or small groups and give each student a worksheet that has a mixture of functions and graphs of functions. Then the cards that are laying face down would contain various different domains and ranges. In order to get a match you have to find the card that has the correct domain and the card that has the correct range for whatever function or graph you are looking at. You could increase the level of difficulty by having functions, graphs, domains, and ranges on both the worksheet and the cards. This would require the students to not only be able to look at a graph of a function or a function and find the domain and range, but also look at a domain and range and be able to identify the function or graph that fits for that domain and range.

These pictures provide an example of something similar that you could do. I would probably adjust this a little bit so that the domain and ranges aren’t always together and provide actual equations of functions that the students’ must work with as well.

How can this topic be used in your student’s future courses in mathematics or science?

Finding the domain and range of a function is used and expanded on in a variety of ways after precalculus. For instance, one way the domain and range is used in calculus is when evaluating limits. An example is the limit of x-1 as x goes to 1 is equal to zero, because when looking at the graph when the domain, x, is equal to 1 the range, y, is equal to zero. Finding domain and range is something that is applied to a variety of different type of functions in later courses, like when looking at trigonometric functions and the graphs of trigonometric functions. You look at what happens to the domain of a function when you take the derivative in calculus and later courses. You work with the domain and range of different equations and graphs in Multivariable calculus when you are switching to different types of coordinates such as polar, rectangular, and spherical. There are also multiple different science courses that use this topic in some way, one of those being physics. Physics involves a lot of math topics discussed above.

How can technology be used to effectively engage students with this topic?

I found a website called Larson Precalculus that technically is targeted toward specific Precalculus books, but exploring this website a little bit I found that is would be a super beneficial tool to use in a classroom. This website has a variety of different tools and resources that students could use. It has book solutions which if you weren’t actually using that specific textbook could be a really helpful tool for students. This would provide them with problems and solutions that are not exactly the same to what they are doing, but similar enough that they could use them as examples to learn from. This website also includes instructional videos that explain in depth how to tackle different Precalculus topics including finding domain and range. There are interactive exercises which would give the students ample opportunities to practice finding the domain and range of graphs and functions. There are data downloads that give the students to ability to download real data in a spreadsheet that they can use to solve problems. These are only a few of the different resources this website provides to students. There are also chapter projects, pre and post tests, math graphs, and additional lessons. All of these things could be used to engage students and help advance and deepen their understanding of finding domain and range. The only downfall is that it is not a free resource. It is something that would have to be purchased if you chose to use it for your classes.

References:

http://esbailey.cuipblogs.net/files/2015/09/Domain-Range-Matching.pdf

http://17calculus.com/precalculus/domain-range/

http://www.larsonprecalculus.com/pcwl3e/

Happy Independence Day

From last year’s Math With Bad Drawings (I recommend reading the whole article):

Engaging students: Half-life

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Brianna Horwedel. Her topic: working with the half-life of a radioactive element.

How can this topic be used in your students’ future courses in mathematics or science?

Half-Life of radioactive elements in Pre-calculus is generally used when introducing exponential decay. However, its main application is in the field of Chemistry and Archeology. If students go on to take any type of chemistry, they will definitely learn more about the half-life of radioactive elements and how long it takes to get rid of certain nuclear elements. The half-life of Carbon-14 is especially important in Archeology. Carbon-14 dating is a method used to determine the age of archeological artifacts of a biological origin using the half-life of Carbon-14. This process can date bone, wood, cloth, plant fibers, and more that are up to 50,000 years old. The way it works is as follows: as soon as a living organism dies, it stops taking in new carbon. The ratio of carbon-12 to carbon-14 is the same as every living thing. However, when an organism dies, the carbon-14 starts decaying with its half-life of 5,700 years. The carbon-12 does not decay. When an organism is found, they look at the ratio of carbon-12 to carbon-14 to determine the age based on the half-life of carbon-14.

How could you as a teacher create an activity or project that involves your topic?

I think this topic lends itself nicely to a project. Firstly, I would come up with several half-lives and place them in a bowl. Each student would pick a half-life and have to make up an element. Using poster-board, they would give a brief description of what their element is and then create a graph illustrating their particular half-life. They would then present it to the class explaining how they graphed their line and what equation they used. They could also include a table of input and output values. This would be a great refresher on graphing exponential decays along with allowing a little creativity. I think the students would have a lot of fun with this type of project.

How can technology be used to effectively engage students with this topic?

I found this really great web-site (https://jeopardylabs.com/play/exponential-growth-decay) that has an exponential growth and decay form of Jeopardy. It allows you to pick how many teams there are and then it sets up a Jeopardy board. This would be a really fun way to review at the end of a unit over exponential growth and decay. To make the students more engaged, I would offer extra credit to the team with the highest score at the end. Because it is in a game form, students are more likely to pay attention to this type of review.

Engaging students: Solving logarithmic equations

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Anna Park. Her topic: how to engage Algebra II or Precalculus students when solving logarithmic equations.

Application:

The students will each be given a card with a) a logarithmic equation solution and b) a new logarithmic equation. The student that has a number one on the back of their card will begin the game. The student will stand up and tell the rest of the class what they have for b) the Log equation they have, then the student with the corresponding card will read their solution a) to the first students problem. If that student is correct they will read part b) the new log equation. Then another student that has the logarithmic solution will stand up and say their solution a) and then read their new log equation b). This will continue until the last student stands with their new equation and it loops back to student number one’s solution. This will end the game. This game requires students to solve logarithmic equations and recognize how to rewrite a logarithmic equation. There will be an appropriate amount of time before the game begins so the students can work backwards to find their logarithmic equation that matches their solution.

History:

John Napier was the mathematician that introduced logarithms. The way he came up with logarithms is very fascinating, especially how long it took him to develop the logarithm table. He first published his work on logarithms in 1614. He published the findings under “A Description of the Wonderful Table of Logarithms.” He named them logarithms after two Greek words; logos, meaning proportion, and arithmos, meaning number. His discovery was based off of his imagination of two particles traveling along two parallel lines. One line had infinite length and the other had a finite length. He imagined both particles starting at the same horizontal positions with the same velocity. The first line’s velocity was proportional to the distance, which meant that the particle was covering equal distance in equal time. Whereas the second particle’s velocity was proportional with the distance remaining. His findings were that the distance not covered by the second line was the sine and the distance of the first line was the logarithm of the sine. This showed that the sines decreased and the logarithms increased. This also resulted in the sines decreasing in geometric proportion and the logarithms increasing in arithmetic proportion. He made his logarithm tables by taking increments of arc (theta) every minute, listing the sine of each minute by arc, and the corresponding logarithm. Completing his tables, Napier computed roughly ten million entries, and he selected the appropriate values. Napier said that his findings and completing this table took him about 20 years, which means he probably started his work in 1594.

Resource: http://www.maa.org/press/periodicals/convergence/logarithms-the-early-history-of-a-familiar-function-john-napier-introduces-logarithms

Technology:

I have found that when it comes to remembering rules, sometime the cheesiest of songs help student’s to remember the rules. It is also a very good engage before the students start with the lesson. The chorus is typically the most important content for the student’s to remember. Here are two videos that would help the student’s to remember how to compute logarithms.

The first video is a song from Youtube set to the song Thriller by Michael Jackson. The song is produced very well and is very engaging throughout the whole song.

The Second video is of a student’s project on Youtube of how to remember how to compute logarithms to the song Under the sea by the little mermaid. Though the production isn’t as good as the first video, the young girls do a good job at explaining how to solve logarithms.