Music of the Fibonacci Sequence

Tool‘s Lateralus has the Fibonacci Sequence embedded into it. Ms. Wilson tells me that some of her Algebra II students were able to detect it out after listening to the song (a few times), but this video has the highlights where the sequence occurs.

↬ Ms. Wilson

The Algebra of Straight Lines

A quick graphical calculator for straight lines — based on This. It’s still incomplete, but it’s functional, and a useful complement to the equation of a straight line animation and the parabola graphing.

You can graph lines based on the equation of a line (in either the slope-intercept or point-slope forms), or from two points.

[inline]

Straight Lines

Slope-Intercept Form	Two Points	Point-Slope Form
`y = m x + b`	`(x₁, y₁) = ( , )`	`y – y₁ = m ( x – x₁)`
y = x +	`(x₂, y₂) = ( , )`	y – = ( x – )

x intercept:	Slope:	Equation:
y intercept:	Points:

[script type=”text/javascript”]

var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

document.getElementById(‘testing’).innerHTML = “Hello2”;

function draw_9359(ctx, polys) {

t_9359=t_9359+dt_9359;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
ctx.lineWidth=2;
polys[0].draw(ctx);

polys[0].write_eqn2(ctx);

//ctx.fillText (polys[0].get_parabola_vertex_form_eqn(), xp(5), yp(-5) );

// SHOW 2 POINTS USED TO CALCULATE LINE
if (show_2pts_ctrl_9359.checked==true) {
polys[0].circle_point(ctx, polys[0].p1.x, polys[0].p1.y, “#000”, 0.15);
polys[0].label_point_on_line(ctx, polys[0].p1.x, polys[0].p1.y);
polys[0].circle_point(ctx, polys[0].p2.x, polys[0].p2.y, “#000”, 0.15);
polys[0].label_point_on_line(ctx, polys[0].p2.x, polys[0].p2.y);

}

// SHOW Y INTERCEPT
if (show_y_intercept_ctrl_9359.checked==true) {
polys[0].draw_y_intercept_line(ctx);
document.getElementById(‘y_intercept_pos_9359’).innerHTML = “( 0 , “+ polys_9359[0].c.toPrecision(2)+ ” )”;

if (polys[0].b > 0.0) {
ctx.textAlign=”right”;
xoff = -0.5;
}
else {
ctx.textAlign=”left”;
xoff = 0.5;
}
ctx.fillText (‘y intercept: y = ‘+polys[0].c.toPrecision(2), xp(xoff), yp(polys_9359[0].c+0.25));

} else { document.getElementById(‘y_intercept_pos_9359’).innerHTML = “”;}

// SHOW SLOPE
if (show_slope_ctrl_9359.checked==true) {
polys[0].draw_slope_line(ctx);
document.getElementById(‘slope_pos_9359’).innerHTML = ” = “+polys[0].b.toPrecision(2);

} else { document.getElementById(‘slope_pos_9359’).innerHTML = “”;}

document.getElementById(‘slope_int_equation_9359’).innerHTML = polys[0].get_eqn2();

//SHOW INTERCEPTS
ctx.textAlign=”center”;
if (show_intercepts_ctrl_9359.checked==true) {
polys[0].x_intercepts(ctx);
if (polys[0].order == 2) {
if (polys[0].x_intcpts.length > 0) {
line = “0 = “;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
line = line + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
ctx.fillText (line, xp(6), yp(7));
for (var i=0; i 0) {
if (polys[0].b > 0.0) {
ctx.textAlign=”right”;
xoff = -0.5;
}
else {
ctx.textAlign=”left”;
xoff = 0.5;
}
ctx.font = “12pt Calibri”;
ctx.fillStyle = “#00f”;
ctx.fillText (‘x intercept: x = ‘+polys[0].x_intcpts[0].toPrecision(2), xp(polys[0].x_intcpts[0]+xoff), yp(0.5));
document.getElementById(‘intercepts_pos_9359’).innerHTML = “( “+ polys[0].x_intcpts[0].toPrecision(2) + “, 0 )”;
}
else {
ctx.fillText (‘None’, xp(7), yp(7));
}

}

}
else {
document.getElementById(‘intercepts_pos_9359’).innerHTML = ” “;
}

// Finding the slope
outln = “

Finding the Slope

“;
outln += “

The slope of the line between the two points is the rise divided by the run: the change in elevation divided by the horizontal distance between the points.”;

// Write out intercept solution
outln = “

Finding the x-intercept

“;
outln += “

Start with the slope-intercept form of the equation:”;
outln += “

“+polys[0].get_eqn2(“y”,”x”,”html”)+”“;
outln += “

Know that at the x-intercept, y = 0 , which you substitute into the equation to get:”;
outln += “

“+polys[0].get_eqn2(“0″,”x”,”html”)+”“;
outln += “

Now move the b coefficient to the other side of the equation:”;
outln += “

“+(-polys[0].c).toPrecision(2)+” = “+ polys[0].b.toPrecision(2)+”x”+”“;
outln += “

And divide both sides by the slope to solve for x:”;
outln += “

“+(-polys[0].c).toPrecision(2)+ ” / “+ polys[0].b.toPrecision(2) + ” = “+ polys[0].b.toPrecision(2)+”x”+ ” / “+ polys[0].b.toPrecision(2)+”“;
outln += “

“+(-polys[0].c/polys[0].b).toPrecision(2)+” = “+”x”+”“;
outln += “

Therefore, the line intercepts the x axis at the point:”;
outln += “

( “+(-polys[0].c/polys[0].b).toPrecision(2)+” , 0 )”;
outln += “

When,”;
outln += “

“+”x = “+ (-polys[0].c/polys[0].b).toPrecision(2) +”“;

document.getElementById(‘x_intercept_9359’).innerHTML = outln;

//Write out the solution by factoring
solution = “

Finding the y-intercept

“;
if (polys[0].order == 2) {
solution = solution + “y = “+polys[0].a.toPrecision(2)+” x² “+polys[0].bsign+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;

solution = solution + ‘Factoring: ‘;

if (polys[0].x_intcpts.length > 0) {
solution = solution + ‘0 = ‘;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
solution = solution + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
solution = solution + ‘

‘;
solution = solution + ‘Set each factor equal to zero:
‘;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
solution = solution + “x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ ” = 0 “;
}
solution = solution + ‘

and solve for x:
‘;
for (var i=0; i‘;
}
document.getElementById(‘equation_9359’).innerHTML = solution;
}

else if (polys[0].order == 1) {
solution = solution + ‘

At the y-axis x = 0.
To find the y intercept, take the equation of the line, set x = 0, and solve for x.’;
solution = solution + ‘

‘;
solution = solution + “y = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘ ‘;
solution = solution + ” 0 = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2) +” = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2)+”/”+polys[0].b.toPrecision(2)+” = “+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + “x = “+ (-1.0*polys[0].c/polys[0].b).toPrecision(4)+”

“;

document.getElementById(‘equation_9359’).innerHTML = solution;

}

function update_form_9359 () {
b_coeff_9359.value = polys_9359[0].b+””;
c_coeff_9359.value = polys_9359[0].c+””;

y1_coeff_9359.value = polys_9359[0].y1+””;
b1_coeff_9359.value = polys_9359[0].b+””;
x1_coeff_9359.value = polys_9359[0].x1+””;

p1_x_9359.value = polys_9359[0].p1.x+””;
p1_y_9359.value = polys_9359[0].p1.y+””;
p2_x_9359.value = polys_9359[0].p2.x+””;
p2_y_9359.value = polys_9359[0].p2.y+””;
}

//init_mouse();

var c_9359=document.getElementById(“myCanvas_9359”);
var ctx_9359=c_9359.getContext(“2d”);

var change = 0.0001;

function create_lines_9359 () {
//draw line
//document.write(“hello world! “);
var polys = [];
polys.push(addPoly(0,2, 3));
document.getElementById(‘testing’).innerHTML = “Hello”;
polys[0].set_2_points_line();
document.getElementById(‘testing’).innerHTML = “Hello4″;

// polys[1].color = ‘#8C8’;

return polys;
}

var polys_9359 = create_lines_9359();

var x1=xp(-10);
var y1=yp(1);
var x2=xp(10);
var y2=yp(1);
var dc_9359=0.05;

var t_9359 = 0;
var dt_9359 = 100;
//end_ct = 0;
var st_pt_x_9359 = 2;
var st_pt_y_9359 = 1;
var show_y_intercept_9359 = 1; //1 to show y intercept on startup
var show_intercepts_9359 = 0; // 1 to show the intercepts
var show_slope_9359 = 0; // 1 to show the slope
var show_2pts_9359 = 0; // 1 to show the two points from which line can be calculated

var move_dir_9359 = 1.0; // 1 for up

//document.getElementById(‘comment_spot’).innerHTML = polys_9359[0].a+” “+polys_9359[0].b+” “+polys_9359[0].c+” : “+polys_9359[0].h+” “+polys_9359[0].k+” “;

document.getElementById(‘testing’).innerHTML = “Hello3”;

//slope-intercept form
var b_coeff_9359 = document.getElementById(“b_coeff_9359”);
var c_coeff_9359 = document.getElementById(“c_coeff_9359”);

//point-slope form
var y1_coeff_9359 = document.getElementById(“y1_coeff_9359”);
var b1_coeff_9359 = document.getElementById(“b1_coeff_9359”);
var x1_coeff_9359 = document.getElementById(“x1_coeff_9359”);

//equation from two points
var p1_x_9359 = document.getElementById(“x1_9359”);
var p1_y_9359 = document.getElementById(“y1_9359”);
var p2_x_9359 = document.getElementById(“x2_9359”);
var p2_y_9359 = document.getElementById(“y2_9359”);

//options
var show_y_intercept_ctrl_9359 = document.getElementById(“show_y_intercept_9359”);
if (show_y_intercept_9359 == 0) {show_y_intercept_ctrl_9359.checked=false;
} else {show_y_intercept_ctrl_9359.checked=true;}

var show_intercepts_ctrl_9359 = document.getElementById(“show_intercepts_9359”);
if (show_intercepts_9359 == 0) {show_intercepts_ctrl_9359.checked=false;
} else {show_intercepts_ctrl_9359.checked=true;}

var show_slope_ctrl_9359 = document.getElementById(“show_slope_9359”);
if (show_slope_9359 == 0) {show_slope_ctrl_9359.checked=false;
} else {show_slope_ctrl_9359.checked=true;}

var show_2pts_ctrl_9359 = document.getElementById(“show_pts_9359”);
if (show_2pts_9359 == 0) {show_2pts_ctrl_9359.checked=false;
} else {show_2pts_ctrl_9359.checked=true;}

update_form_9359();

//document.write(“test= “+c_coeff_9359.value+” “+polys_9359[0].c);
setInterval(“draw_9359(ctx_9359, polys_9359)”, dt_9359);

b_coeff_9359.onchange = function() {
polys_9359[0].set_b(parseFloat(this.value));
polys_9359[0].update_point_slope_form_line();
polys_9359[0].set_2_points_line();
update_form_9359();
}
c_coeff_9359.onchange = function() {
//polys_9359[0].c = parseFloat(this.value);
polys_9359[0].set_c(parseFloat(this.value));
polys_9359[0].update_point_slope_form_line();
polys_9359[0].set_2_points_line();
update_form_9359();
}

y1_coeff_9359.onchange = function() {
//polys_9359[0].a = parseFloat(this.value);
polys_9359[0].y1 = parseFloat(this.value);
polys_9359[0].update_slope_intercept_form_line();
polys_9359[0].set_2_points_line();
update_form_9359();
}

b1_coeff_9359.onchange = function() {
polys_9359[0].set_b(parseFloat(this.value));
polys_9359[0].update_slope_intercept_form_line();
polys_9359[0].set_2_points_line();
update_form_9359();
}

x1_coeff_9359.onchange = function() {
polys_9359[0].x1 = parseFloat(this.value);
polys_9359[0].update_slope_intercept_form_line();
polys_9359[0].set_2_points_line();
polys_9359[0].set_order()
update_form_9359();
}

p1_x_9359.onchange = function() {
polys_9359[0].p1.x = parseFloat(this.value);
polys_9359[0].update_line_from_2pts();
polys_9359[0].set_order()
update_form_9359();
}

p2_x_9359.onchange = function() {
polys_9359[0].p2.x = parseFloat(this.value);
polys_9359[0].update_line_from_2pts();
polys_9359[0].set_order()
update_form_9359();
}

p1_y_9359.onchange = function() {
polys_9359[0].p1.y = parseFloat(this.value);
polys_9359[0].update_line_from_2pts();
polys_9359[0].set_order()
update_form_9359();
}

p2_y_9359.onchange = function() {
polys_9359[0].p2.y = parseFloat(this.value);
polys_9359[0].update_line_from_2pts();
polys_9359[0].set_order()
update_form_9359();
}

//draw_9359();
//document.write(“x”+x2+”x”);
//ctx_9359.fillText (“n=”, xp(5), yp(5));

[/script]

[/inline]

Curious Correlations

The Correlated website asks people different, apparently unrelated questions every day and mines the data for unexpected patterns.

In general, 72 percent of people are fans of the serial comma. But among those who prefer Tau as the circle constant over Pi, 90 percent are fans of the serial comma.

— ᔥ Correlated.org: March 23’s Correlation.

Two sets of data are said to be correlated when there is a relationship between them: the height of a fall is correlated to the number of bones broken; the temperature of the water is correlated to the amount of time the beaker sits on the hot plate (see here).

snow-T_data-0643 — A positive correlation between the time (x-axis) and the temperature (y-axis).

In fact, if we can come up with a line that matches the trend, we can figure out how good the trend is.

The first thing to try is usually a straight line, using a linear regression, which is pretty easy to do with Excel. I put the data from the graph above into Excel (melting-snow-experiment.xls) and plotted a linear regression for only the highlighted data points that seem to follow a nice, linear trend.

melting-snow-graph-2 — Correlation between temperature (y) and time (x) for the highlighted (red) data points.

You’ll notice on the top right corner of the graph two things: the equation of the line and the R², regression coefficient, that tells how good the correlation is.

The equation of the line is:

y = 4.4945 x – 23.65

which can be used to predict the temperature where the data-points are missing (y is the temperature and x is the time).

You’ll observe that the slope of the line is about 4.5 ºC/min. I had my students draw trendlines by hand, and they came up with slopes between 4.35 and 5, depending on the data points they used.

The regression coefficient tells how well your data line up. The better they line up the better the correlation. A perfect match, with all points on the line, will have a regression coefficient value of 1.0. Our regression coefficient is 0.9939, which is pretty good.

If we introduce a little random error to all the data points, we’d reduce the regression coefficient like this (where R² is now 0.831):

snow-melting-randomized — Adding in some random error causes the data to scatter more, making for a worse correlation. The black dots are the original data, while the red dots include some random error.

The correlation trend lines don’t just have to go up. Some things are negatively correlated — when one goes up the other goes down — such as the relationship between the number of hours spent watching TV and students’ grades.

negative-correlation — The negative correlation between grades and TV watching. Image: ᔥ Lanthier (2002).

Correlation versus Causation

However, just because two things are correlated does not mean that one causes the other.

A jar of water on a hot-plate will see its temperature rise with time because heat is transferred (via conduction) from the hot-plate to the water.

On the other hand, while it might seem reasonable that more TV might take time away from studying, resulting in poorer grades, it might be that students who score poorly are demoralized and so spend more time watching TV; what causes what is unclear — these two things might not be related at all.

Which brings us back to the Correlated.org website. They’re collecting a lot of seemingly random data and just trying to see what things match up.

Curiously, many scientists do this all the time — typically using a technique called multiple regression. Understandably, others are more than a little skeptical. The key problem is that people too easily leap from seeing a correlation to assuming that one thing causes the other.

Everything You (N)ever Wanted to Know About Parabolas

So that my students could more easily check their answers graphically, I put together a page with a more complete analysis of parabolas (click this link for more details).

[inline]

Analyzing Parabolas

Standard Form	Vertex Form
`y = a x² + b x + c`	`y = a (x – h)² + k`
y = x² + x +	y = ( x – ) ² +

Intercepts:	Vertex:
Focus:	Directrix:	Axis:

Solution by Factoring:

y = x² x

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw_9239(ctx, polys) {
t_9239=t_9239+dt_9239;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
ctx.lineWidth=2;
polys[0].draw(ctx);

polys[0].write_eqn2(ctx);

//polys[0].y_intercepts(ctx);
//write intercepts on graph

// SHOW VERTEX
if (show_vertex_ctrl_9239.checked==true) {
polys[0].draw_vertex(ctx);
document.getElementById(‘vertex_pos_9239’).innerHTML = “(“+polys_9239[0].vertex.x.toPrecision(2)+ ” , “+polys_9239[0].vertex.y.toPrecision(2)+ ” )”;
} else { document.getElementById(‘vertex_pos_9239’).innerHTML = “”;}

// SHOW FOCUS
if (show_focus_ctrl_9239.checked==true) {
polys[0].draw_focus(ctx);
document.getElementById(‘focus_pos_9239’).innerHTML = “(“+polys_9239[0].focus.x.toPrecision(2)+ ” , “+polys_9239[0].focus.y.toPrecision(2)+ ” )”;
} else { document.getElementById(‘focus_pos_9239’).innerHTML = “”;}

// SHOW DIRECTRIX
if (show_directrix_ctrl_9239.checked==true) {
polys[0].draw_directrix(ctx);
document.getElementById(‘directrix_pos_9239’).innerHTML = polys[0].directrix.get_eqn2(“y”,”x”,”html”);

polys[0].directrix.write_eqn2(ctx, polys[0].directrix.get_eqn2(“directrix: y”));
} else { document.getElementById(‘directrix_pos_9239’).innerHTML = “”;}

// SHOW AXIS
if (show_axis_ctrl_9239.checked==true) {
polys[0].draw_parabola_axis(ctx);
document.getElementById(‘axis_pos_9239’).innerHTML = “x = “+polys[0].vertex.x.toPrecision(2);
}

//SHOW INTERCEPTS
ctx.textAlign=”center”;
if (show_intercepts_ctrl_9239.checked==true) {
polys[0].x_intercepts(ctx);
ctx.fillText (‘x intercepts: (when y=0)’, xp(6), yp(8));
//ctx.fillText (‘intercepts=’+polys[0].x_intcpts.length, xp(5), yp(-5));
if (polys[0].order == 2) {
if (polys[0].x_intcpts.length > 0) {
line = “0 = “;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
line = line + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
ctx.fillText (line, xp(6), yp(7));
for (var i=0; i 0) {
for (var i=0; i2 “+polys[0].bsign+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;

solution = solution + ‘Factoring: ‘;

and solve for x:
‘;
for (var i=0; i‘;
}
document.getElementById(‘equation_9239’).innerHTML = solution;
}

else if (polys[0].order == 1) {
solution = solution + ‘
‘;
solution = solution + “y = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘

Set y=0 and solve for x:
‘;
solution = solution + ” 0 = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2) +” = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2)+”/”+polys[0].b.toPrecision(2)+” = “+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + “x = “+ (-1.0*polys[0].c/polys[0].b).toPrecision(4)+”

“;

document.getElementById(‘equation_9239’).innerHTML = solution;
}

}

function update_form_9239 () {
a_coeff_9239.value = polys_9239[0].a+””;
b_coeff_9239.value = polys_9239[0].b+””;
c_coeff_9239.value = polys_9239[0].c+””;

av_coeff_9239.value = polys_9239[0].a+””;
hv_coeff_9239.value = polys_9239[0].h+””;
kv_coeff_9239.value = polys_9239[0].k+””;

}

//init_mouse();

var c_9239=document.getElementById(“myCanvas_9239”);
var ctx_9239=c_9239.getContext(“2d”);

var change = 0.0001;

function create_lines_9239 () {
//draw line
//document.write(“hello world! “);
var polys = [];
polys.push(addPoly(1,6, 5));

// polys.push(addPoly(0.25, 1, 0));
// polys[1].color = ‘#8C8’;

return polys;
}

var polys_9239 = create_lines_9239();

var x1=xp(-10);
var y1=yp(1);
var x2=xp(10);
var y2=yp(1);
var dc_9239=0.05;

var t_9239 = 0;
var dt_9239 = 100;
//end_ct = 0;
var st_pt_x_9239 = 2;
var st_pt_y_9239 = 1;
var show_vertex_9239 = 1; //1 to show vertex on startup
var show_focus_9239 = 1; // 1 to show the focus
var show_intercepts_9239 = 1; // 1 to show the intercepts
var show_directrix_9239 = 1; // 1 to show the directrix
var show_axis_9239 = 1; //1 to show the axis of the parabola

var move_dir_9239 = 1.0; // 1 for up

//document.getElementById(‘comment_spot’).innerHTML = polys_9239[0].a+” “+polys_9239[0].b+” “+polys_9239[0].c+” : “+polys_9239[0].h+” “+polys_9239[0].k+” “;

//standard form
var a_coeff_9239 = document.getElementById(“a_coeff_9239”);
var b_coeff_9239 = document.getElementById(“b_coeff_9239”);
var c_coeff_9239 = document.getElementById(“c_coeff_9239”);

//vertex form
var av_coeff_9239 = document.getElementById(“av_coeff_9239”);
var hv_coeff_9239 = document.getElementById(“hv_coeff_9239”);
var kv_coeff_9239 = document.getElementById(“kv_coeff_9239”);

//options
var show_vertex_ctrl_9239 = document.getElementById(“show_vertex_9239”);
if (show_vertex_9239 == 0) {show_vertex_ctrl_9239.checked=false;
} else {show_vertex_ctrl_9239.checked=true;}

var show_focus_ctrl_9239 = document.getElementById(“show_focus_9239”);
if (show_focus_9239 == 0) {show_focus_ctrl_9239.checked=false;
} else {show_focus_ctrl_9239.checked=true;}

var show_intercepts_ctrl_9239 = document.getElementById(“show_intercepts_9239”);
if (show_intercepts_9239 == 0) {show_intercepts_ctrl_9239.checked=false;
} else {show_intercepts_ctrl_9239.checked=true;}

var show_directrix_ctrl_9239 = document.getElementById(“show_directrix_9239”);
if (show_directrix_9239 == 0) {show_directrix_ctrl_9239.checked=false;
} else {show_directrix_ctrl_9239.checked=true;}

var show_axis_ctrl_9239 = document.getElementById(“show_axis_9239”);
if (show_axis_9239 == 0) {show_axis_ctrl_9239.checked=false;
} else {show_axis_ctrl_9239.checked=true;}

update_form_9239();

//document.write(“test= “+c_coeff_9239.value+” “+polys_9239[0].c);
setInterval(“draw_9239(ctx_9239, polys_9239)”, dt_9239);

a_coeff_9239.onchange = function() {
//polys_9239[0].a = parseFloat(this.value);
polys_9239[0].set_a(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}
b_coeff_9239.onchange = function() {
//polys_9239[0].b = parseFloat(this.value);
polys_9239[0].set_b(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}
c_coeff_9239.onchange = function() {
//polys_9239[0].c = parseFloat(this.value);
polys_9239[0].set_c(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}

av_coeff_9239.onchange = function() {
//polys_9239[0].a = parseFloat(this.value);
polys_9239[0].set_a(parseFloat(this.value));
polys_9239[0].update_standard_form_parabola();
update_form_9239();
}

hv_coeff_9239.onchange = function() {
polys_9239[0].h = parseFloat(this.value);
polys_9239[0].update_standard_form_parabola();
polys_9239[0].set_order()
update_form_9239();
}

kv_coeff_9239.onchange = function() {
polys_9239[0].k = parseFloat(this.value);
polys_9239[0].update_standard_form_parabola();
polys_9239[0].set_order()
update_form_9239();
}

//draw_9239();
//document.write(“x”+x2+”x”);
//ctx_9239.fillText (“n=”, xp(5), yp(5));

[/script]

[/inline]

Converting the forms

The key relationships are the ones to convert from the standard form of the parabolic equation:

$y = a x^2 + b x + c$

(1)

to the vertex form:

$y = a (x - h)^2 + k$

(2)

If you multiply out the vertex equation form you get:

y = a x² – 2ah x + ah² + k

(3)

When you compare this equation to the standard form of the equation (Equation 1), if you look at the coefficients and the constants, you can see that:

To convert from the vertex to the standard form use:

         $a = a$ (4)

         $b = -2ah$ (5)

         $c = ah^2 + k$ (6)

Going the other way,

To convert from the standard to the vertex form of parabolic equations use:

         $a = a$
(7)

         $h = \frac{-b}{2a}$
(8)

         $k = c - ah^2$
(9)

Although it is sometimes convenient to let k not depend on coefficients from its own equation:

$k = c - \frac{b^2}{4a}$ (10)

The Vertex and the Axis

The nice thing about the vertex form of the equation of the parabola is that if you want the find the coordinates of the vertex of the parabola, they’re right there in the equation.

Specifically, the vertex is located at the point:

$(x_v, y_v) = (h, k)$

(11)

The axis of the parabola is the vertical line going through the vertex, so:

The equation for the axis of a parabola is:

$x = h$

(12)

Focus and Directrix

Finally, it’s important to note that the distance (d) from the vertex of the parabola to its focus is given by:

$d = \frac{1}{4a}$

(13)

Which you can just add d on to the coordinates of the vertex (Equation 11) to get the location of the focus.

$(x_f, y_f) = (x_v, y_v + d)$

(14)

The directrix is just the opposite, vertical distance away, so the equation for the directrix is the equation of the horizontal line at:

$y = y_v + d$

(15)

References

There are already some excellent parabola references out there including:

Wonderful interactive graphs by Murray Bourne.
Nice simple explanations of the different forms of the equations.
More complex explanations from Wolfram Alpha.

Solving Quadratic Equations

So here we have a little grapher that solves quadratic equations visually. Just enter the coefficients in the equation.

[inline]

Quadratic Equation: y = a x² + b x + c

Enter:
y =
x² +
x +

Solution:

Analytical solution by factoring (with a little help from the quadratic equation if necessary).

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw_9114(ctx, polys) {
t_9114=t_9114+dt_9114;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
ctx.lineWidth=2;
polys[0].draw(ctx);
polys[0].write_eqn(ctx);

//polys[0].y_intercepts(ctx);
polys[0].x_intercepts(ctx);
//write intercepts on graph

ctx.fillText (‘x intercepts: (when y=0)’, xp(9), yp(8));
if (polys[0].x_intcpts.length > 0) {
line = “0 = “;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
line = line + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
ctx.fillText (line, xp(9), yp(7));
// if (polys[0].order == 2 ) {
// if (polys[0].x_intcpts[0] > 0.0) { sign1=”-“;} else {sign1=”+”;}
// if (polys[0].x_intcpts[1] > 0.0) { sign2=”-“;} else {sign2=”+”;}
// ctx.fillText (‘0 = (x ‘+sign1+” “+Math.abs(polys[0].x_intcpts[0])+”) (x “+sign2+Math.abs(polys[0].x_intcpts[1])+”)”, xp(9), yp(7));
// }
for (var i=0; i2 “+polys[0].bsign+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;

solution = solution + ‘Factoring: ‘;

and solve for x:
‘;
for (var i=0; i‘;
}
document.getElementById(‘equation_9114’).innerHTML = solution;
}

“;
solution = solution + ‘

Set y=0 and solve for x:
‘;
solution = solution + ” 0 = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2) +” = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2)+”/”+polys[0].b.toPrecision(2)+” = “+” x “+”

“;
solution = solution + ‘ ‘;
solution = solution + “x = “+ (-1.0*polys[0].c/polys[0].b).toPrecision(4)+”

“;

document.getElementById(‘equation_9114’).innerHTML = solution;
}

}

//init_mouse();

var c_9114=document.getElementById(“myCanvas_9114”);
var ctx_9114=c_9114.getContext(“2d”);

var change = 0.0001;

function create_lines_9114 () {
//draw line
//document.write(“hello world! “);
var polys = [];
polys.push(addPoly(1,6, 5));

// polys.push(addPoly(0.25, 1, 0));
// polys[1].color = ‘#8C8’;

return polys;
}

var polys_9114 = create_lines_9114();

var x1=xp(-10);
var y1=yp(1);
var x2=xp(10);
var y2=yp(1);
var dc_9114=0.05;

var t_9114 = 0;
var dt_9114 = 100;
//end_ct = 0;
var st_pt_x_9114 = 2;
var st_pt_y_9114 = 1;

var move_dir_9114 = 1.0; // 1 for up

var a_coeff_9114 = document.getElementById(“a_coeff_9114″);
a_coeff_9114.value = polys_9114[0].a+””;
var b_coeff_9114 = document.getElementById(“b_coeff_9114″);
b_coeff_9114.value = polys_9114[0].b+””;
var c_coeff_9114 = document.getElementById(“c_coeff_9114″);
c_coeff_9114.value = polys_9114[0].c+””;

//document.write(“test= “+c_coeff_9114.value+” “+polys_9114[0].c);
//setInterval(“draw_9114(ctx_9114, polys_9114)”, dt_9114);
draw_9114(ctx_9114, polys_9114);

a_coeff_9114.onchange = function() {
polys_9114[0].set_a(parseFloat(this.value));
draw_9114(ctx_9114, polys_9114);
}
b_coeff_9114.onchange = function() {
polys_9114[0].set_b(parseFloat(this.value));
draw_9114(ctx_9114, polys_9114);
}
c_coeff_9114.onchange = function() {
polys_9114[0].set_c(parseFloat(this.value));
draw_9114(ctx_9114, polys_9114);
}

[/script]

[/inline]

Hopefully, this can help students learn about factoring and quadratics in a more graphical way.

Notes:

This is my first interactive post. I use Javascript in combination with HTML5. Now I need to figure out how to interact with the image itself, instead of the textboxes.

Slope Fields

[inline]

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw9083(ctx, polys) {
t=t+dt;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
polys[0].slopeField(ctx, 1.0, 1.0, 0.5);
ctx.lineWidth=2;
polys[0].draw(ctx);
polys[0].write_eqn(ctx, “dy/dx “);

}

//init_mouse();

var c9083=document.getElementById(“myCanvas9083”);
var ctx9083=c9083.getContext(“2d”);

var change = 0.0001;

function create_lines9083 () {
//draw line
//document.write(“hello world! “);
var polys = [];
polys.push(addPoly(0, 0.5, 1));

return polys;
}

var polys9083 = create_lines9083();

var x1=xp(-10);
var y1=yp(1);
var x2=xp(10);
var y2=yp(1);
var dy=0.01;

var t = 0;
var dt = 50;
end_ct = 0;

var move_dir = 1; // 1 for up

//draw9083();
//document.write(“x”+x2+”x”);
//ctx9083.fillText (“n=”, xp(5), yp(5));
setInterval(“draw9083(ctx9083, polys9083)”, dt);

[/script]
[/inline]

Say you have the equation that gives you the slope of a curve (let $\frac{dy}{dx}$ ) be the slope):
$! \frac{dy}{dx} = \frac{1}{2} x + 1$

When you use integration to solve the equation, there are quite the number of possible solutions (infinite actually), because when you integrate:

$! y = \int (\frac{1}{2} x + 1 ) dx$

you get:
$! y = \frac{1}{4} x^2 + x + c$

where c is a constant. Unfortunately, you don’t know what c is without more information; it could be anything.

However, even without integrating, we can get a feel for what the curve will look like by plotting what the slope will look like at a bunch of different points in space. This comes in really handy when you end up with a equation for slope that is really hard — or even impossible — to solve.

The graph below show a curve of possible solutions to the slope equation. You should be able to see, as the graph slowly moves up and down, how the slope of the graph corresponds to the slope field.

[inline]

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw9083b(ctx, polys) {
t9083b=t9083b+dt9083b;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
polys[0].slopeField(ctx, 1.0, 1.0, 0.5);
ctx.lineWidth=2;
polys[0].draw(ctx);
polys[0].write_eqn(ctx, “dy/dx “);

if (polys[1].c > yrange) {
move_dir9083b = -1.0;
polys[1].c = yrange;
}
else if (polys[1].c < -yrange) { move_dir9083b = 1.0; polys[1].c = -yrange; } polys[1].c = polys[1].c + dc9083b*move_dir9083b; polys[1].draw(ctx); polys[1].write_eqn(ctx); //ctx.fillText (' c='+move_dir9083b+' '+polys[1].c, xp(5), yp(5)); } //init_mouse(); var c9083b=document.getElementById("myCanvas9083b"); var ctx9083b=c9083b.getContext("2d"); var change = 0.0001; function create_lines9083b () { //draw line //document.write("hello world! "); var polys = []; polys.push(addPoly(0, 0.5, 1)); polys.push(addPoly(0.25, 1, 0)); polys[1].color = '#8C8'; return polys; } var polys9083b = create_lines9083b(); var x1=xp(-10); var y1=yp(1); var x2=xp(10); var y2=yp(1); var dc9083b=0.05; var t9083b = 0; var dt9083b = 100; //end_ct = 0; var move_dir9083b = 1.0; // 1 for up //draw9083b(); //document.write("x"+x2+"x"); //ctx9083b.fillText ("n=", xp(5), yp(5)); setInterval("draw9083b(ctx9083b, polys9083b)", dt9083b); [/script] [/inline]

Straight Lines

[inline]

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw8587(ctx, polys) {
t=t+dt;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
//drawAxes(ctx);
ctx.lineWidth=3;
//ctx.beginPath();
//ctx.moveTo(x1,y1);
//ctx.lineTo(x2,y2);
//ctx.stroke();
//ctx.closePath();
//y2+=dyp(dy);

// add polynomial timing
// First move (from y=0 to y=1)
if (polys[0].c < 1.0) { polys[0].c = polys[0].c + 2.0*dt*change*move_dir; } // Second move (change from y=1 to y=0.5x+1) else if (polys[0].b < 0.5) { polys[0].b = polys[0].b + dt*change*move_dir; polys[0].order = 1; } // Third move (change from y=0.5x+1 to y=0.5x+4) else if (polys[0].c < 4.0) { polys[0].c = polys[0].c + 2.*dt*change*move_dir; //polys[0].order = 1; } else { //move_dir = move_dir * -1; end_ct = end_ct + dt; if (end_ct >= dt*40) {
polys[0].a = 0;
polys[0].b = 0;
polys[0].c = 0;
polys[0].order = 0;
}
}
ctx.textAlign=”center”;
ctx.textBaseline=”alphabetic”;
ctx.font = “14pt Arial”;
ctx.fillStyle = ‘#f00’;
ctx.fillText (“Equation of a Line”, xp(-5), yp(9));
ctx.fillText (“y = mx + b”, xp(-5), yp(5));
ctx.font = “12pt Arial”;
//ctx.fillText (“y = “+polys[0].b.toPrecision(1)+”x + “+ polys[0].c.toPrecision(2), xp(-5), yp(7));
ctx.fillText (“b = intercept = “+polys[0].c.toPrecision(2), xp(-7), yp(3));

//draw polynomials
ctx.lineWidth=3;
for (var i=0; i

Here’s a prototype for showing how the equation of a straight line changes as you change its slope (m) and intercept (b):
$! y = mx + b$

It starts with an horizontal line along the x-axis, where the slope is zero and the intercept is zero:
$! y = 0.0$

The line moves upward, but stays horizontal, until the intercept is 1.0:
$! y = 1.0$

The slope increases from horizontal (m = 0), gradually, until the slope is 0.5:
$! y = 0.5x + 1.0$

Finally, we move the line upwards again, without changing the slope (m = 0.5), until the intercept is equal to 4.0:
$! y = 0.5x + 4.0$

Now I just need to figure out how to make them interactive.

Watching Snow Melt: Observing Phase Changes and Latent Heat

snow-0638 — Waiting, observing, and recording as the snow melts on the hot plate.

Though it might not sound much more interesting than watching paint dry, the relationships between phase changes, heat, and temperature are nicely illustrated by melting a beaker of snow on a hot plate.

snow-river-4205-s — A light, overnight snowfall, lingers on the branches that cross the creek.

This week’s snowfall created an opportunity I was eager to take. We have access to an ice machine, but closely packed snow works much better for this experiment, I think; the small snowflakes have larger surface-area to volume ratio, so they melt much more evenly, and demonstrate the latent heat of melting much more effectively.

Instructions

My instructions to the students are simple: collect some snow, and observe how it melts on the hot plate.

I also ask them to determine the mass and density of the snow before (and after) the melting, so I could show that throughout the phase changes and transformations the mass does not change (at least not a lot) and so they can practice calculating density^1,2.

Procedure

I broke up my middle school students into groups of 2 or 3 and had them come up with a procedure and list of materials before they started. As usual I had to restrain a few of the over-eager ones who wanted to just rush out and collect the snow.

snow-0637 — A 600 ml beaker filled with (cold) snow. A thermometer is embedded in the ice.

I guided their decision-making a little, so they would use glass beakers for the collection and melting. Because I wasn’t sure what the density of the packed snow would be, I suggested the larger, 600 ml beakers, which turned out to work very well. They ended up with somewhere between 350 and 400 grams of snow, giving densities around 0.65 g/ml.

When they put the beakers on the hot-plate, I specifically asked the students to observe and record, every minute or so, the changes in:

temperature,
volume
appearance

I had them continue to record until the water was boiling. This produced the question, “How do we know when it’s boiling?” My answer was that they’d know when they saw the temperature stop changing.

They also needed to stir the water well, especially when the ice was melting, so they could get a “good”, uniform temperature reading.

Results

We ended up with some very beautiful graphs.

Temperature Change

The temperature graph clearly shows three distinct segments:

In the first few minutes (about 8 min), the temperature remains relatively constant, near the freezing/melting point of water: 0 ºC.
Then the temperature starts to rise, at an constant rate, for about 20 minutes.
Finally, when the water reaches close to 100 ºC, its boiling point, the temperature stops changing.

Volume Change

The graph of volume versus time is a little rougher because the gradations on the 600 ml beaker were about 25 ml apart. However, it shows quite clearly that the volume of the container decreases for the first 10 minutes or so as the ice melts, then remains constant for the rest of the time.

snow-V_data-0642 — The change in volume with time of the melting ice. Graph by E.F.

Analysis

To highlight the significant changes I made copies of the temperature and volume graphs on transparencies so they could be overlain, and shown on the overhead projector.

Melting Ice: Latent Heat of Melting/Fusion

snow-melt — Comparison of temperature and volume change data shows that the temperature starts to rise when the volume stops changing.

The fact that the temperature only starts to rise when the volume stops changing is no coincidence. The density of the snow is only about 65% of the density of water (0.65 g/ml versus 1 g/ml), so as the snow melts into water (a phase change) the volume in the beaker reduces.

When the snow is melted the volume stops changing and then the temperature starts to rise.

The temperature does not rise until the snow has melted because during the melting the heat from the hot plate is being used to melt the snow. The transformation from solid ice to liquid water is called a phase change, and this particular phase change requires heat. The heat required to melt one gram of ice is called the latent heat of melting, which is about 80 calories (334 J/g) for water.

Conversely, the heat that needs to be taken away to freeze one gram of water into ice (called the latent heat of fusion) is also 80 calories.

So if we had 400 grams of snow then, to melt all the ice, it would take:

400 g × 80 cal/g = 32,000 calories

Since the graph shows that it takes approximately 10 minutes (600 seconds) to melt all the snow the we can calculate that the rate at which heat was added to the beaker is:

32,000 cal ÷ 10 min = 3,200 cal/min

Constantly Rising Temperature

The second section of the temperature graph, when the temperature rises at an almost constant rate, occurs after all the now has melted and the beaker is now full of water. I asked my students to use their observations from the experiment to annotate the graphs. I also asked a few of my students who have worked on the equation of a line in algebra to draw their best-fit straight lines and then determine the equation.

snow-graph-anno-0644 — The rising temperatures in the middle of the graph can be modeled with a straight line. Graph by A.F.

All the equations were different because each small group started with different masses of snow, we used two different hot plates, and even students who used the same data would, naturally, draw slightly different best-fit lines. However, for an example, the equation determined from the data shown in the figure above is:

y = 4.375 x – 35

Since our graph is of Temperature (T) versus time (t) we should really write the equation as:

T = 4.375 t – 35

It is important to realize that the slope of the line (4.375) is the change in temperature with time, so it has units of ºC/min:

slope = 4.375 ºC/min

which means that the temperature of the water rises by 4.375 ºC every minute.

NOTE: It would be very nice to be able to have all the students compare all their data. Because of the different initial masses of water we’d only be able to compare the slopes of the lines (4.375 ºC/min in this case, but another student in the same group came up with 5 ºC/min).

Furthermore, we would also have to normalize with respect to the mass of the ice by dividing the slope by mass, which, for the case where the slope was 4.375 ºC/min and the mass was 400 g, would give:

4.375 ºC/min ÷ 400 g = 0.011 ºC/min/g

Specific Heat Capacity of Water

A better alternative for comparison would be to figure out how much heat it takes to raise the temperature of one gram of water by one degree Celsius. This can be done because we earlier calculated how much heat is being added to the beaker when we were looking at the melting of the ice.

In this case, using the heating rate of 3,200 cal/min, a mass of 400 g, and a rising temperature rate (slope from the curve) of 4.375 ºC/min we can:

3,200 cal/min ÷ 4.375 ºC/min ÷ 400 g = 1.8 cal/ºC/g

The amount of heat it takes to raise the temperature of one gram of a substance by one degree Celsius is called its specific heat capacity. We calculated a specific heat capacity of water here of 1.8 cal/ºC/g. The actual specific heat capacity of water is 1 cal/ºC/g, so our measurements are a wee bit off, but at least in the same ballpark (order of magnitude). Using the students actual mass measurements (instead of using the approximate 400g) might help.

Evaporating Water

Finally, in the last segment of the graph, the temperature levels off again at about 100 ºC when the water starts to boil. Just like the first part where the ice was melting into water, here the water is boiling off to create water vapor, which is also a phase change and also requires energy.

The energy required to boil one gram of water is 540 calories, which is called the latent heat of vaporization. The water will probably remain at 100 ºC until all the water boils off and then it will begin to rise again.

Conclusion

This project worked out very well, and there was so much to tie into it, including: physics, algebra, and graphing.

Notes

¹ Liz LaRosa (2008) has a very nice density demonstration comparing a can of coke to one of diet coke.

² You can find the density of most of the elements on the periodic table at periodictable.com.