Volume 23, Issue 2 (2022)

Short Description:
RANGE: Undergraduate Research Journal's primary goal is to make more visible the rich and diverse scholarship conducted by University of Utah undergraduates.

Long Description:
RANGE: Undergraduate Research Journal’s primary goal is to make more visible the rich and diverse scholarship conducted by University of Utah undergraduates. The journal is a publication of the University of Utah’s Undergraduate Studies Office of Undergraduate Research. The mission of the Office of Undergraduate Research (OUR) is to facilitate and promote undergraduate student-faculty collaborative research and creative works in all disciplines throughout the University of Utah campus through equitable programming, diverse representation, and social justice. https://our.utah.edu/

Word Count: 84033

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Volume 24, Issue 1

Short Description:
RANGE: Undergraduate Research Journal's primary goal is to make more visible the rich and diverse scholarship conducted by University of Utah undergraduates.

Long Description:
RANGE: Undergraduate Research Journal’s primary goal is to make more visible the rich and diverse scholarship conducted by University of Utah undergraduates. The journal is a publication of the University of Utah’s Undergraduate Studies Office of Undergraduate Research. The mission of the Office of Undergraduate Research (OUR) is to facilitate and promote undergraduate student-faculty collaborative research and creative works in all disciplines throughout the University of Utah campus through equitable programming, diverse representation, and social justice. https://our.utah.edu/

Word Count: 233549

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The purpose of the task is to show students a situation where squaring both sides of an equation can result in an equation with more solutions than the original one. The reason for this is that it is possible to have two unequal numbers whose squares are equal.

This task uses the same situation to explore different concepts of probability theory.

In this task students are asked to analyze a function and its inverse when the function is given as a table of values. In addition to finding values of the inverse function from the table, they also have to explain why the given function is invertible.

This lesson is about 7th grade 7.S.P2 Standard Math Lesson. It covers definitions, visuals, and practice questions besides collaborations through the Nearpod lesson.

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation.

The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

This task provides a context to calculate discrete probabilities and represent them on a bar graph. It could also be used to create a class activity where students gather, represent, and analyze data, running simulations of the random walk and recording and then displaying their results.

This task completes the line of reasoning of Random Walk III in a situation where the numbers become too large to calculate and so abstract reasoning is required in order to compare the different probabilities. It is intended for instructional purposes only with a goal of understanding how to calculate and compare the combinatorial symbols.

This task makes for a good follow-up task on rational irrational numbers after that the students have been acquainted with some of the more basic properties. In addition to eliciting several different types of reasoning, the task requires students to rewrite radical expressions in which the radicand is divisible by a perfect square (N-RN.2).

In this video segment from Cyberchase, the CyberSquad learns how to read a thermometer as they try to keep their chocolate sculpture from melting.

This task is a reasonably straight-forward application of rigid motion geometry, with emphasis on ruler and straightedge constructions, and would be suitable for assessment purposes.

This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles. In particular, the task has students link their intuitive notions of symmetries of a triangle with statements proving that the said triangle is unmoved by applying certain rigid transformations.

This task examines some of the properties of reflections of the plane which preserve an equilateral triangle: these were introduced in ''Reflections and Isosceles Triangles'' and ''Reflection and Equilateral Triangles I''. The task gives students a chance to see the impact of these reflections on an explicit object and to see that the reflections do not always commute.

This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focussing on the class of isosceles triangles.

This interactive activity adapted from the Wisconsin Online Resource Center challenges you to plan, measure, and calculate the correct amount of roofing material needed to reroof a house.

The task is intended to address standards regarding sample space, independence, probability distributions and permutations/combinations.

This task provides a good opportunity to use isosceles triangles and their properties to show an interesting and important result about triangles inscribed in a circle: the fact that these triangles are always right triangles is often referred to as Thales' theorem. It does not have a lot of formal prerequisites, just the knowledge that the sum of the three angles in a triangle is 180 degrees.

The result here complements the fact, presented in the task ``Right triangles inscribed in circles I,'' that any triangle inscribed in a circle with one side being a diameter of the circle is a right triangle. A second common proof of this result rotates the triangle by 180 degrees about M and then shows that the quadrilateral, obtained by taking the union of these two triangles, is a rectangle.