Accelerated Math III: Real-World Applications for Sine and Cosine Functions Standards addressed: MA3A3.

Students will investigate and use the graphs of the six trigonometric functions. Understand and apply the six basic trigonometric functions as functions of real numbers. Determine the characteristics of the graphs of the six basic trigonometric functions. Graph transformations of trigonometric functions including changing period, amplitude, phase shift, and vertical shift. Apply graphs of trigonometric functions in realistic contexts involving periodic phenomena. MA3A6. Students will solve trigonometric equations both graphically and algebraically. Solve trigonometric equations over a variety of domains, using technology as appropriate. MA3P3. Students will communicate mathematically. Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely. MA3P5. Students will represent mathematics in multiple ways. Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena. Essential Questions: 1. How can I use my knowledge of Sine and Cosine Functions to model periodic phenomena in the real world? 2. What are some real world applications for Since and Cosine Functions. Materials: Pencil or pen, paper, graphing calculator, computer, and an assortment of craft materials.

Introduction: (35 min) Ferris Wheel Activity: (25 min) This activity is an example of how one could use sine or cosine to model periodic phenomena in the real world. We will work through this activity as a class.

Instructions for In-Class Project: (10 min) After we have completed the Ferris Wheel Activity, we will discuss the instructions and rubric for the project. This project is cumulative and incorporates all the standards from the Sine and Cosine Functions Unit we just completed. Students will be divided into groups and given the rest of the class period today and the entire class period tomorrow to work on their project. On day three, each group will give a five to seven minute presentation on their project. We will also go through the rubric and discuss how the Ferris Wheel Activity satisfies some components of the rubric. We would then discuss additional material and information that could be added to the activity to satisfy all components of the rubric.

In-Class Project: Real World Applications of Sine and Cosine

For this project, you will be working with your group to explore real-world applications for Sine and Cosine functions. To get started, do some Google searches of real-world applications for these functions. This is an opportunity to explore something you and your group members are interested in, so pick a realworld application that all of you find interesting.

Required Components: 1. A 1 to 2 page discussion of your real-world application. Make sure to include appropriate citations. 2. A sine and/or cosine function is used to model periodic phenomena occurring in your real-world application. 3. Include a graphical representation of the periodic phenomena occurring, 4. Include phase shifts, vertical shifts, period changes, and amplitude changes that are possible in your real world applications. 5. Characteristics of your function and its graph should be included in the discussion. 6. A trigonometric equation that is relevant to your real-world application should be included. Provide a solution to this equation. 7. Create a visual representation of your real-world application. Get Creative! Your representation can be created using technology or craft materials. 8. Lastly, prepare a 5 to 7 minute presentation. The presentation should encompass the main ideas of your project.

*Additional Details are provided in the rubric.

Rubric
Standard Students will apply graphs of trigonometric functions in realistic contexts involving periodic phenomena. 1 point *A sine and/or cosine function is used to model periodic phenomena. * The periodic phenomenon that is modeled does not occur in a realistic context. 2 points *A sine and/or cosine function is used to model periodic phenomena occurring in a realistic context. * Function does not accurately represent the real world phenomena. 3 points *A sine and/or cosine function is correctly used to model periodic phenomena occurring in a realistic context.

Students will graph transformations of trigonometric functions including changing period, amplitude, phase shift, and vertical shift.

* A mistake in the graphical representation of the periodic phenomena is present. AND *Not all of the following are included: Phase shift, vertical shift, period change, and amplitude change. Students will determine the * Discussion is incomplete characteristics of the or lacking in detail. graphs of the six basic *Characteristics of their trigonometric functions. function and its graph are not included in the discussion.

* A mistake in the graphical representation of the periodic phenomena is present. OR *Not all of the following are included: Phase shift, vertical shift, period change, and amplitude change. * A thorough discussion of their real-world application is provided. (1 to 2 pages) * Only some characteristics of their function and its graph are included in the discussion. * The trigonometric equation included is not relevant to the real world application. OR * The trigonometric equation has not been solved. * Visual representation of their real world application is present. * Representation does not correctly model periodic phenomena. * Some main ideas of their project are left out. OR *Not all group members participate in the presentation.

* Periodic phenomena are represented graphically. *A phase shift, vertical shift, period change, and amplitude change is included.

* A thorough discussion of their real-world application is provided. (1 to 2 pages) *Characteristics of their function and its graph are included in the discussion. * A trigonometric equation is included and is relevant to the real world application. * Trigonometric equation has been solved.

Students will solve trigonometric equations over a variety of domains, using technology as appropriate

Students will represent mathematics in multiple ways.

* The trigonometric equation included is not relevant to the real world application. AND * The trigonometric equation has not been solved. * Visual representation is incomplete or lacking in sufficient details

* Visual representation of their real world application is present. * Periodic phenomena are correctly represented. * Students effectively communicate the main ideas of their project to the class. *All group members participate in the presentation. ______/ 18

Students will communicate mathematically.

* Some main ideas of their project are left out. AND *Not all group members participate in the presentation.

Comments:

Work Period: Students will spend the rest of the class period today and the entire class period tomorrow to working on their project. During this time, I will be walking around the room monitoring the students progress and providing assistance when needed. Presentations: On day three, each group will give a five to seven minute presentation on their project. Students are expected to be attentive and ask questions at the conclusion of their peers presentations. Differentiation: I am using grouping to differentiate. Students will be divided into nine groups of threes. I am grouping students based off of their interest analyzers I had them complete at the beginning of the semester. This project is very open-ended and gives students the freedom and opportunity to choose and explore a real world application that is related to something that they are interested it. Assessment: The students finished product and presentation will serve as a summative assessment. Background information on students: This lesson was designed for an Accelerated Math 3 class. This class is comprised of both honors and gifted students. Although this is an advanced class, there are still differences among the students in terms of ability, learning style, interest, etc. Discussion: In this lesson, I highlighted the use of grouping and the promotion of analytical and critical thinking skills. The project also allowed students to utilize their research skills. Students were grouped by their personal interests. According to Marker and Nielson, Group process and group interaction activities should be an integral part of curricula for gifted students (Seney, 2009, p. 141). Additionally, Heacox states, Offering choices is an important way to motivate students and get them interested (Riley, 2009, p. 650). This lesson also had a research aspect.

According to Brown (2009), Research projects on topics selected by students engage their interests and increase motivation to learn (p. 383).

References: Brown, K. (2009). Developing research skills in gifted learners. In Karnes F. A., & Bean, S. M., Methods and Materials for Teaching the Gifted Prufrock Press Inc. Riley, T. L. (2009). Teaching gifted and talented students in regular classrooms. In Karnes F. A., & Bean, S. M., Methods and Materials for Teaching the Gifted Prufrock Press Inc. Seney, R. W. (2009). Process Skills and the Gifted Learner. In Karnes F. A., & Bean, S. M., Methods and Materials for Teaching the Gifted Prufrock Press Inc.