This 11-minute video lesson continues to look at 2010 IIT JEE Paper 1 Problem 45 Circle Hyperbola Common Tangent.

This 12-minute video lesson concludes the look at 2010 IIT JEE Paper 1 Problem 45 Circle Hyperbola Common Tangent.

This 13-minute video lesson looks at 2010 IIT JEE Paper 1 Problem 46 Circle Hyperbola Intersection.

A brief refresher on the Cartesian plane includes how points are written in (x, y) format and oriented to the axes, and which directions are positive and negative. Then students learn about what it means for a relation to be a function and how to determine domain and range of a set of data points.

Folder with syllabus and course outline for General Physics (Algebra) I course that uses Openstax College Physics as textbook (https://openstax.org/details/books/college-physics).

This course covers classical mechanics, which essentially means the physics of forces and motion that was developed before the start of the 20 th century. This physics accurately describes the behaviors of objects that are: large enough to be seen with microscopes but smaller than planets or moons, roughly room temperature (give or take a few hundred degrees), and traveling much slower than the speed of light—in other words, most of our everyday experience.

The classical mechanics covered in this course can be boiled down to seven key concepts: Newton’s three laws of motion, the law of universal gravitation, and the laws of conservation of momentum, energy, and angular momentum. We’ll be focusing on these central ideas and how they apply to practical examples.

Course Content and Outcomes
After completion of this course, students will
1) Apply knowledge of motion, forces, energy, and circular motion to explain natural physical processes and related technological advances.
2) Use an understanding of calculus along with physical principles to effectively solve problems encountered in everyday life, further study in science, and in the professional world.
3) Design experiments and acquire data in order to explore physical principles, effectively communicate results, and critically evaluate related scientific studies.
4) Assess the contributions of physics to our evolving understanding of global change and sustainability while placing the development of physics in its historical and cultural context.

This task presents a real world application of finite geometric series. The context can lead into several interesting follow-up questions and projects. Many drugs only become effective after the amount in the body builds up to a certain level. This can be modeled very well with geometric series.

In this video segment from Cyberchase, the CyberSquad must get into a vault before Hacker, Buzz and Delete by cracking a code of shapes and numbers.

This is a remix of https://www.oercommons.org/authoring/29037-curriculum-guide-the-pythagorean-theorem/view by Shana Friend, with a few resources added at the beginning to provide more conceptual connections.

The purpose of this curriculum guide is to provide OER lesson material and support activities for Pythagorean Theorem instruction. It is geared towards GED® requirements. Both printable and online options are provided.

The purpose of this curriculum guide is to provide OER lesson material and support activities for Pythagorean Theorem instruction. It is geared towards GED® requirements. Both printable and online options are provided.

In this lesson, students measure and compare the rate of a falling object (a penny) at different heights to learn about statistical error.

The primary purpose of this task is to illustrate certain aspects of the mathematics described in the A.SSE.1. The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.

This task does not actually require that the student solve the system but that they recognize the pairs of linear equations in two variables that would be used to solve the system. This is an important step in the process of solving systems.

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols.

This seminar will teach you how to calculate the domain of a function when it is written in functional notation. You will learn how to make these calculations when the function has variables in the denominator of a fraction, and/or when the function has variables under a radical. You will learn the importance of mastering this skill so that future studies of functions may be conducted within the restrictions of the domain.StandardsCC.2.2.HS.C.1 Use the concept and notation of functions to interpret and apply them in terms of their context.

Double affine Hecke algebras (DAHA), also called Cherednik algebras, and their representations appear in many contexts: integrable systems (Calogero-Moser and Ruijsenaars models), algebraic geometry (Hilbert schemes), orthogonal polynomials, Lie theory, quantum groups, etc. In this course we will review the basic theory of DAHA and their representations, emphasizing their connections with other subjects and open problems.