Transformations of Trigonometric Graphs

Mini-exploration

This “mini-exploration” will be assessed against a set of criteria similar to criteria A, B, and E
of the Mathematics SL exploration assessment rubric. Please read through these carefully.

Instructions:
• Write a suitable introduction. This should give your reader a clear idea of what your

focus is and enough background information to easily follow your exploration. 


• Present your work in such a way that a fellow Mathematics SL student, who has perhaps
not seen this work before, can follow it. Think about questions your reader might have.
Identify areas where your reader may find your work difficult to follow. Try to

preemptively address these issues. 


• Make sure that you use correct mathematical symbols and language throughout your

“mini-exploration”. 


Criterion A: Communication

This criterion assesses the organization and coherence of your exploration. A well-organized
exploration contains an introduction, describes the aim of the exploration and has a conclusion.
A coherent exploration is logically developed and easy to follow.

Graphs, tables and diagrams should accompany the work in the appropriate place and not be
attached as appendices to the document.

Achievement
Descriptor
level
The exploration does not reach the standard described by the descriptors
0
below.
1 The exploration has some coherence and/or organisation.
2 The exploration is mostly coherent and well organized.
3 The exploration is coherent, well organized, and complete.
Criterion B: Mathematical presentation

This criterion assesses to what extent you are able to:

 use appropriate mathematical language (notation, symbols, terminology)
 define key terms, where required
 use multiple forms of mathematical representation such as formulae, diagrams, tables,
charts, graphs and models, where appropriate.

Students are expected to use mathematical language when communicating mathematical ideas
and reasoning.
Students are encouraged to choose and use appropriate ICT tools such as graphic display
calculators, screenshots, graphing, spreadsheets, databases, drawing and word processing
software, as appropriate, to enhance mathematical communication.

Achievement
Descriptor
level
The exploration does not reach the standard described by the descriptors
0
below.
1 There is some appropriate mathematical presentation.
2 The mathematical presentation is mostly appropriate.
3 The mathematical presentation is appropriate throughout.

Criterion E: Use of mathematics

Achievement
Descriptor
level
The exploration does not reach the standard described by the descriptors
0
below.
The mathematics explored is partially correct. Limited understanding is
1
demonstrated.
The mathematics explored is partially correct. Some knowledge and
2
understanding are demonstrated.
The mathematics explored is mostly correct. Good knowledge and
3
understanding are demonstrated.
The mathematics explored is correct. Thorough knowledge and
4
understanding are demonstrated.
 Transformations of Trigonometric Graphs Mini-exploration

In this exploration, you are going to investigate the effects of changing the constants in
the trigonometric function 𝑦 = 𝐴 sin 𝐵(𝑥 − 𝐶) + 𝐷.

1. The family 𝒚 = 𝑨 𝐬𝐢𝐧 𝒙

Use GeoGebra to plot 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝟐 𝐬𝐢𝐧 𝒙 for −𝟐𝝅 ≤ 𝒙 ≤ 𝟐𝝅 on the same pair of axes.
How are these two graphs similar? How are they different?
Record the maximum and minimum values and state the amplitude and period of 𝒚 = 𝟐 𝐬𝐢𝐧 𝒙.
Include relevant graphs (screenshots) with your observations.

Now investigate the following pairs of functions. Include relevant graphs with your observations.
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝟑 𝐬𝐢𝐧 𝒙
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝟓 𝐬𝐢𝐧 𝒙
𝟏
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝟐 𝐬𝐢𝐧 𝒙

Explain the effect of 𝑨 on the graph of 𝒚 = 𝑨 𝐬𝐢𝐧 𝒙.

What happens when 𝑨 is negative?

2. The family 𝒚 = 𝐬𝐢𝐧 𝑩𝒙 , 𝑩 > 𝟎

Use GeoGebra to plot the following pairs of trigonometric graphs for −2𝜋 ≤ 𝑥 ≤ 2𝜋. Include relevant graphs
(screenshots) with your observations.
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝐬𝐢𝐧(𝟐𝒙)
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝐬𝐢𝐧(𝟑𝒙)
𝟏
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝐬𝐢𝐧 (𝟐 𝒙)
𝟏
 𝒚 = 𝐬𝐢𝐧 𝒙 and 𝒚 = 𝐬𝐢𝐧 (𝟑 𝒙)

Record the maximum and minimum values and state the amplitude and period of each graph.
Explain the effect of 𝑩 on the graph of 𝒚 = 𝐬𝐢𝐧 𝑩𝒙.
3. The families 𝒚 = 𝐬𝐢𝐧(𝒙 − 𝑪) and 𝒚 = 𝐬𝐢𝐧 𝒙 + 𝑫

Use GeoGebra to investigate the families 𝒚 = 𝐬𝐢𝐧(𝒙 − 𝑪) and 𝒚 = 𝐬𝐢𝐧 𝒙 + 𝑫. Explain the effects of 𝑪 and 𝑫.
Include relevant graphs (screenshots) with your observations.

4. Putting it together: the family 𝒚 = 𝑨𝐬𝐢𝐧 𝑩(𝒙 − 𝑪) + 𝑫 , 𝑩 > 𝟎

How does the graph of 𝒚 = 𝑨 𝐬𝐢𝐧 𝑩(𝒙 − 𝑪) + 𝑫 compare with that of 𝒚 = 𝐬𝐢𝐧 𝒙?
Illustrate your answer with examples.