explained 1-1-1: Basic physical quantities

- Subject:
- Applied Science
- Material Type:
- Syllabus
- Provider:
- King Abdulaziz University
- Author:
- بديع الاهدل
- Date created
- 27-شوال-1439

Conditions of Use:

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explained 1-1-1: Basic physical quantities

- Subject:
- Applied Science
- Material Type:
- Syllabus
- Provider:
- King Abdulaziz University
- Author:
- بديع الاهدل
- Date created
- 27-شوال-1439

Conditions of Use:

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explained 1-1: Physical Quantities

- Subject:
- Applied Science
- Material Type:
- Syllabus
- Provider:
- King Abdulaziz University
- Author:
- بديع الاهدل
- Date created
- 27-شوال-1439

Conditions of Use:

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explained 1-1: Physical Quantities

- Subject:
- Applied Science
- Material Type:
- Syllabus
- Provider:
- Jazan University
- Author:
- د. عائشة علي محمد عريشي
- Date created
- 4-جمادي الأولى-1440

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explained 1-1: Physical Quantities تم مزج هذا المورد وذلك بإضافة ترجمة باللغة ...

explained 1-1: Physical Quantities

تم مزج هذا المورد وذلك بإضافة ترجمة باللغة العربية للمقال بتاريخ 29/ 10/ 1439هـ

- Subject:
- Applied Science
- Material Type:
- Syllabus
- Provider:
- Public Education Administration in Hail
- Author:
- هدى عيد بخيت الجهني
- Date created
- 29-شوال-1439

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This task examines, from a mathematical and statistical point of view, how ...

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating. This task addresses a very important issue about precision in reporting and understanding statements in a realistic scientific context.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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This task is a refinement of ``Carbon 14 dating'' which focuses on ...

This task is a refinement of ``Carbon 14 dating'' which focuses on accuracy. Because radioactive decay is an atomic process modeled by the laws of quantum mechanics, it is not possible to know with certainty when half of a given quantity of Carbon 14 atoms will decay. This type of question is very important in science and it also provides an opportunity to study the very subtle question of how errors behave when applying a function: in some cases the errors can be magnified while in others they are lessened.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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This task operates at two levels. In part it is a simple ...

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip. At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgements about the level of accuracy with which to report the result.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

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This problem involves the meaning of numbers found on labels. When the ...

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. The goal of the task is to stimulate a conversation about rounding and about how to record numbers with an appropriate level of accuracy, tying in directly to the standard N-Q.3. It is therefore better suited for instruction than for assessment purposes.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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This task is preliminary to F-LE Compounding Interest with a 5% Interest ...

This task is preliminary to F-LE Compounding Interest with a 5% Interest Rate which further develops the relationship between e and compound interest.

- Subject:
- Mathematics
- Functions
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 3-جمادي الأولى-1434

Conditions of Use:

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This task develops reasoning behind the general formula for balances under continuously ...

This task develops reasoning behind the general formula for balances under continuously compounded interest. While this task itself specifically addresses the standard (F-BF), building functions from a context, a auxiliary purpose is to introduce and motivate the number e, which plays a significant role in the (F-LE) domain of tasks.

- Subject:
- Mathematics
- Functions
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 3-جمادي الأولى-1434

Conditions of Use:

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The purpose of this task is to illustrate through an absurd example ...

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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This task provides students the opportunity to make use of units to ...

This task provides students the opportunity to make use of units to find the gas need (N-Q.1). The key point is for them to explain their choices. This task provides an opportunity for students to practice MP2, Reason abstractly and quantitatively, and MP3, Construct viable arguments and critique the reasoning of others.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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The problem requires students to not only convert miles to kilometers and ...

The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added complication of finding the reciprocal at some point. In the USA we use distance per unit volume to measure fuel efficiency but in Europe we use volume per unit distance. Furthermore, the unit of distance is not simply 1 km but rather 100 km.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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This is a challenging task, suitable for extended work, and reaching into ...

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.

- Subject:
- Mathematics
- Algebra
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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Pennies have a monetary face value of one cent, but they are ...

Pennies have a monetary face value of one cent, but they are made of material that has a market value that is usually different. It is the value of the materials that requires attention in this problem. While it is interesting to compare the face value with the value of the materials, this does not have any bearing on the calculations. Interference between these two notions of value is a possible area of difficulty for some students.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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The purpose of this task is to engage students, probably working in ...

The purpose of this task is to engage students, probably working in groups, in a substantial and open-ended modeling problem. Students will have to brainstorm or research several relevant quantities, and incorporate these values into their solutions.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

Conditions of Use:

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In the middle grades, students have lots of experience analyzing and comparing ...

In the middle grades, students have lots of experience analyzing and comparing linear functions using graphs, tables, symbolic expressions, and verbal descriptions. In this task, students may choose a representation that suits them and then reason from within that representation.

- Subject:
- Mathematics
- Functions
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 3-جمادي الأولى-1434

Conditions of Use:

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The purpose of this task is to introduce students to exponential growth. ...

The purpose of this task is to introduce students to exponential growth. While the context presents a classic example of exponential growth, it approaches it from a non-standard point of view. Instead of giving a starting value and asking for subsequent values, it gives an end value and asks about what happened in the past. The simple first question can generate a surprisingly lively discussion as students often think that the algae will grow linearly.

- Subject:
- Mathematics
- Functions
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 3-جمادي الأولى-1434

Vitamins and minerals are usually needed in very minute quantities. But their ...

Vitamins and minerals are usually needed in very minute quantities. But their presence is necessary for the normal physiological functions of the body.

- Subject:
- Nutrition
- Material Type:
- Reading
- Provider:
- University of Tabuk
- Author:
- Shrada. B. Kumar1
- University of Tabuk
- Date created
- 3-جمادي الآخرة-1440

Conditions of Use:

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This task provides students with an opportunity to engage in Standard for ...

This task provides students with an opportunity to engage in Standard for Mathematical Practice 6, attending to precision. It intentionally omits some relevant information -- namely, that a typical soda can holds 12 oz of fluid, that a pound is equivalent to 16 dry ounces, and that an ounce of water weighs approximately 1.04 dry ounces (at the temperature of the human body) -- in the interest of having students discover that these are relevant quantities. The incompleteness of the problem statement makes the task more amenable to having students do work in groups.

- Subject:
- Mathematics
- Material Type:
- Activity/Lab
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Author:
- Illustrative Mathematics
- Date created
- 9-جمادي الأولى-1434

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