Noise-canceling headphones are amazing. They don’t just block the sounds from coming into your ears, but actively destroy them. They actually make more noise so that you end up hearing less noise. How does that work?

In this lesson, students use transformations of trigonometric functions to explore how sound waves can interfere with one another, and how noise-canceling headphones use incoming sounds to figure out how to produce that sweet, sweet silence.

Students will

Given the frequency of a pure tone, calculate the period of its sound wave

Sketch the graph of a chord composed of two tones and estimate its period and frequency

Describe any apparent relationship between a chord’s period and its perceived pleasantness

Sketch the graph of a pure tone’s noise-canceling counterpart and construct multiple functions to describe it

Develop general procedures for generating a noise-cancelling wave from a given pure tone

Examine some difficulties in describing noise-canceling waves for chords

Explain how noise-canceling headphones work and why they are not always completely effective

Before you begin

Students should be familiar with the general form of sinusoids (i.e. f(x) = Asin(Bx – C) + D or f(x) = Acos(Bx – C) + D) and how changes in the parameters affect their graphs.

Do social networks like Facebook make us more connected? Students create a quadratic function to model the number of possible connections as a network grows, and consider the consequences of relying on Facebook for news and information.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

How much should people pay for donuts? Students use linear, rational, and piecewise functions to describe the total and average costs of an order at Carpe Donut.

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Building Functions (BF), Interpreting Functions (IF)

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Topic:
Building Functions (BF), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

How far away from the TV should you sit? Students use right triangle trigonometry and a rational function to explore the percent of your visual field that is occupied by the area of a television.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI), Similarity, Right Triangles, and Trigonometry (SRT)

How can you make money in a pyramid scheme? Students learn about how pyramid schemes work (and how they fail), and use geometric sequences to model the exponential growth of a pyramid scheme over time.

Topic:
Building Functions (BF), Linear, Quadratic, and Exponential Models (LE), Seeing Structure in Expressions (SSE)

How much do you really pay when you use a credit card? Students develop an exponential growth model to determine how much an item really ends up costing when purchased on credit.

Topic:
Building Functions (BF), Creating Equations (CED), Linear, Quadratic, and Exponential Models (LE)

Could Inspector Javert have survived the fall? Students use quadratic models to determine how high the bridge was in Les Misérables, and explore the maximum height from which someone can safely jump.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

How much can you trust your memory? Students construct and compare linear and exponential models to explore how much a memory degrades each time it's remembered.

Topic:
Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

How much should you bid in an auction? Students use probability, expected value, and polynomial functions to develop a profit-maximizing bidding strategy.

Topic:
Building Functions (BF), Interpreting Functions (IF)

How have video game console speeds changed over time? Students write an exponential function based on the Atari 2600 and Moore's Law, and see whether the model was correct for subsequent video game consoles.

Topic:
Building Functions (BF), Interpreting Categorical and Quantitative Data (ID), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

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Topic:
Building Functions (BF), Functions (F), Interpreting Functions (IF)

When should NFL teams go for it on fourth down? Students use quadratic functions to develop a model of expected points. They then apply this model to determine when teams should punt the ball, and more importantly, when they shouldn’t.

Topic:
Building Functions (BF), Interpreting Functions (IF), Using Probability to Make Decisions (MD)

How much should Nintendo charge for the Wii U? Students use linear functions to explore demand for the Wii U console and Nintendo's per-unit profit from each sale. They use those functions to create a quadratic model for Nintendo's total profit and determine the profit-maximizing price for the console.

Topic:
Creating Equations (CED), Building Functions (BF), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

Which size pizza should you order? Students apply the area of a circle formula to write linear and quadratic formulas that measure how much of a pizza is actually pizza, and how much is crust.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

How have temperatures changed around the world? Students use trigonometric functions to model annual temperature changes at different locations around the globe and explore how the climate has changed in various cities over time.

Topic:
Building Functions (BF), Interpreting Functions (IF)

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Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

How has the human population changed over time? Students build an exponential model for population growth and use it to make predictions about the future of our planet. Note: This lesson will replace the original Billions and Billions Saturday March 18, 2018.

Topic:
Building Functions (BF), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

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Mathalicious lessons provide teachers with an opportunity to teach standards-based math through real-world topics that students care about.

How have video game console speeds changed over time? Students write an exponential function based on the Atari 2600 and Moore's Law, and see whether the model was correct for subsequent video game consoles.

Topic:
Building Functions (BF), Interpreting Categorical and Quantitative Data (ID), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)