A. Create and solve a real-world problem that requires the analysis of a higher-degree polynomial function (a degree of 3 or more) by doing the following: 1. Analyze the graph of a higher-degree polynomial function using two different types of technology, including images (e.g., screenshot, graphic, software output) in your graph analysis. a. Compare the two technologies in terms of their advantages and disadvantages. 2. Create a real-world problem from the function. a. Provide a screenshot(s) or computer algebra system (CAS) output that illustrates how you used the CAS to solve the problem. i. Provide the solution with unit measurements. 3. Discuss two advantages of using a CAS in a classroom environment. 4. Discuss two disadvantages of using a CAS in a classroom environment. B. Use dynamic geometry software to explore a geometric conjecture about a shape by doing the following: 1. Explain how you used the dynamic geometry software to analyze geometric properties of the shape (e.g., side lengths). a. Provide visual images (e.g., screenshot, graphic) of how you used the software to analyze geometric properties of the shape. 2. Explain how you used the software to explore a conjecture about the shape. a. Provide visual images (e.g., screenshot, graphic) of how you used the software to explore a conjecture about the shape. 3. Compare the strengths and limitations of the software you used (e.g., learning curve, cost, access, features) to a similar application. C. When you use sources, include all in-text citations and references in APA format

For this assignment you can use assessments like this and make graphs from them.
http://www.algebra.com/algebra/homework/Probability-and-statistics/Probability-and-statistics.faq.question.114309.html

Part A:
For A1, you will come up with a polynomial equation of degree 3 or higher. (You will need to use the same equation for your real-world problem in part A2). You will graph your equation using 2 different technologies. I recommend the Desmos Online calculator (www.desmos.com), Wolfram Alpha (www.wolframalpha.com), Geogebra (www.geogebra.org), or a graphing calculator. There are many others.it is your choice. You must include the picture or a screen shot of the graph from both technologies in your task. Then, you will ANALYZE the graph. That just means give some general attributes of the graph like intercepts, domain/range, minimum/maximum etc. Finally, you need to compare the two technologies. What does one do that other does not etc.
For A2, you will create your real-world problem. Write it out, describe what the variables represent, what you are trying to solve for etc. Volume is a common topic used for this section, but you are welcome to use whatever you want! A search on the internet may help. Graph your equation using CAS (computer algebra system) technology. It can be the same as one you used for part A1 as long as it is a CAS. Wolfram Alpha is my recommendation. It is a free CAS application. This time your screen shot should show the SOLUTION to your word problem using the technology. I suggest writing a short description of HOW you found that solution using the technology as well. Be sure to give your solution using the appropriate units.
For A3 and A4, you are writing about the advantages and disadvantages of using a CAS (computer algebra system) in the classroom. Be sure you have 2 of each. Focus on the calculating capability of a CAS which is what makes them different than normal graphing utilities.
A. Create and solve a real-world problem that requires the analysis of a higher-degree polynomial function (a degree of 3 or more) by doing the following:
1. Analyze the graph of a higher-degree polynomial function using two different types of technology, including images (e.g., screenshot, graphic, software output) in your graph analysis.
a. Compare the two technologies in terms of their advantages and disadvantages.
2. Create a real-world problem from the function.
a. Provide a screenshot(s) or computer algebra system (CAS) output that illustrates how you used the CAS to solve the problem.
i. Provide the solution with unit measurements.
3. Discuss two advantages of using a CAS in a classroom environment.
4. Discuss two disadvantages of using a CAS in a classroom environment.

B. Use dynamic geometry software to explore a geometric conjecture about a shape by doing the following:
1. Explain how you used the dynamic geometry software to analyze geometric properties of the shape (e.g., side lengths).
a. Provide visual images (e.g., screenshot, graphic) of how you used the software to analyze geometric properties of the shape.
2. Explain how you used the software to explore a conjecture about the shape.
a. Provide visual images (e.g., screenshot, graphic) of how you used the software to explore a conjecture about the shape.
3. Compare the strengths and limitations of the software you used (e.g., learning curve, cost, access, features) to a similar application.

C. When you use sources, include all in-text citations and references in APA format