Students learn how 3D printing, also known as additive manufacturing, is revolutionizing the manufacturing process. First, students learn what considerations to make in the engineering design process to print an object with quality and to scale. Students learn the basic principles of how a computer-aided design (CAD) model is converted to a series of data points then turned into a program that operates the 3D printer. The activity takes students through a step-by-step process on how a computer can control a manufacturing process through defined data points. Within this activity, students also learn how to program using basic G-code to create a wireframe 3D shapes that can be read by a 3D printer or computer numerical control (CNC) machine.

Students learn about the concepts of accuracy and approximation as they pertain to robotics, gain insight into experimental accuracy, and learn how and when to estimate values that they measure. Students also explore sources of error stemming from the robot setup and rounding numbers.

Students play and record the “Mary Had a Little Lamb” song using musical instruments and analyze the intensity of the sound using free audio editing and recording software. Then they use hollow Styrofoam half-spheres as acoustic mirrors (devices that reflect and focus sound), determine the radius of curvature of the mirror and calculate its focal length. Students place a microphone at the acoustic mirror focal point, re-record their songs, and compare the sound intensity on plot spectrums generated from their recordings both with and without the acoustic mirrors. A worksheet and KWL chart are provided.

People using crutches have their hands occupied, which makes it difficult to carry books and other items they want to have handy. Student teams are challenged to design assistive devices that modify crutches to help people carry things such as books and school supplies. Given a list of constraints, including a device weight limit and minimum load capacity, groups brainstorm ideas and then make detailed plans for their best solutions. They create prototypes and then test for functionality by loading them and using them, making improvements with each iteration. At a concluding design expo, teams present their concepts and demonstrate their final prototype devices.

: Fundamental mathematics for adult learners. Book 1 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

: Fundamental mathematics for adult learners. Book 2 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

: Fundamental mathematics for adult learners. Book 3 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

: Fundamental mathematics for adult learners. Book 4 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

: Fundamental mathematics for adult learners. Book 5 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

: Fundamental mathematics for adult learners. Book 6 includes a Table of Contents, Glossary, Grades Records, Self Tests, Practice Tests and Unit Tests. Ancillary Resources include the Instructor's Manual. This is 1 of a series of 6 books in the ABE Math collection.

Students connect polynomial arithmetic to computations with whole numbers and integers.  Students learn that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.  This unit helps students see connections between solutions to polynomial equations, zeros of polynomials, and graphs of polynomial functions.  Polynomial equations are solved over the set of complex numbers, leading to a beginning understanding of the fundamental theorem of algebra.  Application and modeling problems connect multiple representations and include both real world and purely mathematical situations.

Module 2 builds on students’ previous work with units and with functions from Algebra I, and with trigonometric ratios and circles from high school Geometry. The heart of the module is the study of precise definitions of sine and cosine (as well as tangent and the co-functions) using transformational geometry from high school Geometry. This precision leads to a discussion of a mathematically natural unit of rotational measure, a radian, and students begin to build fluency with the values of the trigonometric functions in terms of radians. Students graph sinusoidal and other trigonometric functions, and use the graphs to help in modeling and discovering properties of trigonometric functions. The study of the properties culminates in the proof of the Pythagorean identity and other trigonometric identities.

In this module, students synthesize and generalize what they have learned about a variety of function families.  They extend the domain of exponential functions to the entire real line (N-RN.A.1) and then extend their work with these functions to include solving exponential equations with logarithms (F-LE.A.4).  They explore (with appropriate tools) the effects of transformations on graphs of exponential and logarithmic functions.  They notice that the transformations on a graph of a logarithmic function relate to the logarithmic properties (F-BF.B.3).  Students identify appropriate types of functions to model a situation.  They adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit.  The description of modeling as, “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions,” is at the heart of this module.  In particular, through repeated opportunities in working through the modeling cycle (see page 61 of the CCLS), students acquire the insight that the same mathematical or statistical structure can sometimes model seemingly different situations.

Students build a formal understanding of probability, considering complex events such as unions, intersections, and complements as well as the concept of independence and conditional probability.  The idea of using a smooth curve to model a data distribution is introduced along with using tables and techonolgy to find areas under a normal curve.  Students make inferences and justify conclusions from sample surveys, experiments, and observational studies.  Data is used from random samples to estimate a population mean or proportion.  Students calculate margin of error and interpret it in context.  Given data from a statistical experiment, students use simulation to create a randomization distribution and use it to determine if there is a significant difference between two treatments.

In this module, students reconnect with and deepen their understanding of statistics and probability concepts first introduced in Grades 6, 7, and 8. Students develop a set of tools for understanding and interpreting variability in data, and begin to make more informed decisions from data. They work with data distributions of various shapes, centers, and spreads. Students build on their experience with bivariate quantitative data from Grade 8. This module sets the stage for more extensive work with sampling and inference in later grades.

In earlier grades, students define, evaluate, and compare functions and use them to model relationships between quantities. In this module, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

In earlier modules, students analyze the process of solving equations and developing fluency in writing, interpreting, and translating between various forms of linear equations (Module 1) and linear and exponential functions (Module 3). These experiences combined with modeling with data (Module 2), set the stage for Module 4. Here students continue to interpret expressions, create equations, rewrite equations and functions in different but equivalent forms, and graph and interpret functions, but this time using polynomial functions, and more specifically quadratic functions, as well as square root and cube root functions.

Algebra and Trigonometry provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra and trigonometry course. The modular approach and the richness of content ensures that the book meets the needs of a variety of courses. Algebra and Trigonometry offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they’ve learned.

Students learn about linear programming (also called linear optimization) to solve engineering design problems. As they work through a word problem as a class, they learn about the ideas of constraints, feasibility and optimization related to graphing linear equalities. Then they apply this information to solve two practice engineering design problems related to optimizing materials and cost by graphing inequalities, determining coordinates and equations from their graphs, and solving their equations. It is suggested that students conduct the associated activity, Optimizing Pencils in a Tray, before this lesson, although either order is acceptable.

Acting as engineering teams, students take measurements and make calculations to determine the specific strength of various alloys and then report their data to the rest of the class. Using this class data, students write data-based recommendations to NASA regarding the best alloy to use in the construction of the engine and engine turbines for the Space Launch System that will eventually be used to transport astronauts to Mars.