Rational Functions Project Project for Rational Functions:

Goal Analyze Rational Functions and their graphs

Learning Objectives Recognize a rational function. Explain why the denominator of a rational function cannot be zero thus recognizing these values as the places where vertical asymptotes occur and what they graphically look like. Student will explain why the values where vertical asymptotes appear are excluded from domain of the function and thus the graph does not touch or cross them. Student will demonstrate what the graph of the function does as it approaches the vertical asymptote from the left and right. Student will be able to graphically recognize what a horizontal asymptote is.

Assessment Method Discussion board on why no zeros are allowed in denominator and how this relates to vertical asymptotes (rubric provided) Word problem project the students will have with a grading rubric provided. (This will be a real world application of rational functions) Graphs of rational functions are given in lecture notes with questions. Students will write up solutions and hand in as assignment. Build cognitive web by flow chart or in Inspiration. I will provide the skeleton and students will fill in details and key phrases and values. Timed multiple choice exam two.

Internet Presentation Style or Tool Discussion boards are delivered via CMS responses required.

Word problem will be delivered in RTF format so students can work out the problem then post answers on discussion board in document form or submit via assignment link in CMS.

Lecture notes are in PDF form and homework turned in via CMS assignment upload or scan and email to instructor (or fax). Cognitive web posted on discussion board in document form. (RTF, PDF, DOC, JPG for Inspiration.

Exam is built with Test-gen and uploaded into Web-CT.

Rational Functions Project

Learning Objective: You will explain why the denominator of a rational function cannot be zero thus recognizing these values as the places where vertical asymptotes occur (which are disastrous things to have) and graphically what vertical asymptotes look like and mean. Learning Activity: You will use a word problem (follows) with a grading rubric to explain the possible effects of dividing by zero. (This will be a real world application of a rational function.)

Learning Activity:

The following is an actual mathematical model used for Cost-Benefit analysis. The model is a rational function. Read the situation and analyze what the solution should be using the algebraic techniques we have studied.
Application of Rational Functions: Why is it important to understand Rational Functions? Consider the following. This application is a Cost-Benefit Model. A utility company burns coal to generate electricity. The cost C (in dollars) of removing p amount (percent) of the smokestack pollutants is given by:

C=

80, 000 p (100 p )

Is it possible for the company to remove 100 percent of the pollutants? Discuss why or why not, and support your response by using algebraic analysis on the given model. What happens if the company does try to remove 100 percent of the pollutants? Will the company be successful at doing so, or will the attempt end in failure, that is, will it be to much expense for the company? Draw a diagram to show what the consequences of the last question would be. Lable the vertical asymptote(s) and analyze their impact on the companys expense. You can use draw in MS Word to draw your diagram and submit. (There are also numerous interactive graphing resources on the Internet that can be used. Google it!)

Rational Functions Project

Grading Rubric for Word Problem: Here is how I will assess your work: Name: ________________________ Teacher: Professor Rust Date Submitted: ____________ Title of Work: ___________________

Criteria
4 Explanation Use Of Visuals Mechanics
A complete response with a detailed explanation showing individual insight. Clear diagram or sketch with details and labeling.

Points
2 1
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Demonstrated Knowledge

Requirements

Response is a clear explanation, but no personal Explanation is unclear. Misses key points. in depth details. Diagram or sketch with no Inappropriate or unclear No diagram or sketch. details or labeling. diagram. No major math errors or serious flaws in reasoning, May be some serious math Major math errors or No math errors. for example might add errors or flaws in serious flaws in reasoning. wrong, or other minor reasoning. flaws. Shows understanding of the Shows complete understanding Response shows a problem, ideas, and Response shows some of the questions, mathematical complete lack of processes, but no individual understanding of the ideas, and processes, gives understanding for the insight added only problem. individual insight to problem. problem. definitions given. Meets the requirements of Goes beyond the requirements of the problem, may explain Hardly meets the Does not meet the the problem, explains concepts in concepts by stating requirements of the requirements of the detail enhancing answers with definitions, instead of problem. problem. own insights and reasoning. contributing own insights.

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Rational Functions Project

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