Outline of Teacher Lesson For Sinusoidal Data Unit/Project

Goals:

Model periodic phenomena with trigonometric functions

Use graphing software with tables and functions
Use internet for research real world data
Use technology to create a presentation in digital format

Common Core Math Standards:

Choose trigonometric functions to model periodic phenomena with specified

amplitude, frequency, and midline.
Math Practice Standards

Make sense of problems and persevere in solving them.

Model with mathematics.
Attend to precision.
Look for and make use of structure.

ISTE Standards:
Students:
apply digital tools to gather, evaluate, and use information.
Identify and define authentic problems and significant questions for investigation
Plan and manage activities to develop a solution or complete a project
Collect and analyze data to identify solutions
Objective:
Students will be able to graph a sine function
Students will be able to describe the effect that each variable in the function
y=a*sin(bx-c) has on the graph
Students will be able to choose appropriate values of a, b and c in order to match a
sine function to a set of data
Students will use the internet to search for real world data
Students will use a digital presentation tool such as Prezi, Google Slides,
PowerPointetc.
Materials:
Class set of laptops with internet access
Graph Paper and Rulers
LCD Projectors (if Final Projects are to be presented by students in front of class)
iPads or Tablet computers may offer extra presentation options via downloadable
apps not available on laptop

Lesson Background
Leading up to the project, students have already explored the relationships of sine, cosine
and tangent. They have seen how the triangles form the key angles of the unit circle and
have graphed the sine curve by hand. They are now ready to apply what they know about
shifting and stretching graphs in order to find an equation that will model their data.
Process
By this point in the Chapter/Unit the students have already demonstrated their
understanding through 3 quizzes and daily questioning during class lessons. They have
an understanding of stretching and compressing graphs from the extensive unit on
parabolas. The sine curve is a little different but the main idea is that each variable has a
different effect on the sine graph.
y=asin ( bxc )+ d
The students will have already been exposed to the concepts of amplitude, period and
phase shift. The project will require them to analyze all three of these concepts and
utilize them in their equation and presentation.
Progress
Student progress on the project will be monitored while students are on the computers.
The suggested timeline is below:
Data Research/Topic Choice Day 1 and 2
Data Entry/Graphing Software Day 3 and 4
Introduction/Exploration of Presentation Choices Day 5
Building the Presentation Days 6, 7, 8
Presenting for Class- Flexible
Progress will be checked off at the end of each stage as each group completes that stage,
with the goal being to complete the project within the timeline in order to avoid loss of
points. Days listed are not necessarily required to follow in straight progression. In other
words, there can be a break between the graphing days and the introduction of the
presentation software.
Assessment
There are several key components to this project and lesson. The students projects will
be graded according to the rubric on the following page. Assuming the data that they
chose was relatively periodic, the students equations should match the data fairly well.
The mathematics should support their answer. It is possible to guess and check using
the graphing calculator until they find an appropriate equation but this will be obvious in
their presentation and will be a much more time consuming method than just solving the
trigonometry.

Rubric
Mathematics
Graph/Equation

Presentation
Content
Presentation
Design

0-2
No Explanation
of how
variables found
Graph
incorrect,
incomplete, or
missing
No Graph
No Equations
Solved

3-5
Variable
calculations
contain errors
Graph misses
most points

6-8
Good set up
with minor
mistake
Graph hits
some points

9-10
Perfect set-up

Too short,
needs intro or
other slides

Good but could

use extra
information

Thorough, well
designed,
complete

Very Minimal,
Uses template
and nothing
else

Basic, one or
two added
elements

Good,
Adds elements,
pictures or
videos

Exceptional
Goes well
beyond the
basics, utilizes
videos, images
to enhance
understanding

Graph fits data

very well

Sine/Cosine Project:
Student Handout
For this project you will be using the internet to do research and find data samples, use
graphing software or a spreadsheet, and present your question and conclusion using a
digital presentation tool, software or website.
Data Collection
As discussed in class, there are many things in nature that follow cyclical patterns and
can be modeled by a sine curve. Some examples include high/low tide cycles, hot/cold
temps over the course of a year, hours of daylight over the course of a year.etc. Your
task is to search the internet for data that follows a pattern that can be modeled by a sine
curve. Once you have this data it will need to be entered into a graphing calculator,
spreadsheet or graphing software such as www.desmos.com/calculator. Next you will
need to use the general formula for a sine curve then solve for the values of variables so
that the curve matches your data as closely as possible. Finally, you will organize these
steps and present them in a digital format that can be shared with the class and maybe
even the math department and the principal.
Presentation Format
The presentation for this project will be in a digital format only. This means large poster
boards will not be accepted this time. In class you will have a chance to go through a
tutorial/walk-through of several software apps that can be used for the project.
Chromebooks will be available in class, at lunch and after school. In addition, students
who own a tablet computer might find that to be a more convenient method.
Some suggested Apps/Websites: Prezi, 30Hands, Google Slides, Flipagram, .
Presentation Requirements
The presentation should include an opening slide and introduction explaining what the
data you chose and where you located it(web address). Imagine the principal is viewing
the presentation(which is highly likely since Ms Castro-Stanley usually attends our math
department meetings). The principal has not been sitting in our class and will need a
brief explanation of what the data means. The presentation should include a data table
and a graph that matches the data as closely as possible. You may use a spreadsheet such
as Google Sheets or use the graphing calculator at www.desmos.com then taking a screen
capture and inserting the image into your presentation. In addition, the presentation
should answer the main questions of the project and explain how you calculated the
values of the variables in order to match the graph.