Calculator Lab Intro.

To Graphing Sine and Cosine 4/3/2014 This lab would be used at the very beginning of the lesson to introduce the concept of how to graph the functions of sine and cosine. Directions: Use your graphing calculator to do the following problems related to graphing sine and cosine functions. Enter the equations exactly as they appear on this page. Answer all of the questions. In order to see the graphs, be sure to click the ZOOMTRIG option. Part 1 1. Put the equation y=sin(x) into the calculator. Draw and label the graph.

Comment [S1]: This lesson addresses the standard: 2.5.G.B Use symbols, mathematical terminology, standard notation, mathematical rules, graphing, and other types of mathematical representations to communicate observations, predictions, concepts, procedures, generalizations, ideas, and results.

Comment [S2]: This activity addresses the INTASC standards -Diverse Learners, because it gives students the opportunity to experiment with the different functions found and plug them into their graphing calculator to see how different equations affect the look of the graph -Communication and Technology, because students are using their graphing calculator and collaborating with their peers to figure out the relationships among different equations.

2. Put these two equations into the calculator: 1. y=sin(x) and 2. y=sin(x+4). a. Compared to the first equation, did the graph move? (yes or no) b. If yes, which direction did the graph move? By what amount did the graph move?

-Student Development, this provides students with a hands on experience and inside look as to how data changes the way a graph looks, I feel it helps the students better understand the material instead of just informing them of the changes using direct instruction.

3. Put these two equations into the calculator: 1. y=sin(x) and 2. y=sin(x)+5. a. Compared to the first equation, did the graph move? (yes or no) b. If yes, which direction did the graph move? By what amount did the graph move?

4. Put these two equations into the calculator: 1. y=sin(x) and 2. y=.5sin(x). a. Compared to the first graph, what is different about the second?

Part 2 1. Put the equation y=cos(x) into the calculator. Draw and label the graph.

2. Put these two equations into the calculator: 1. y=cos(x) and 2. y=cos(x-7). a. Did the graph move? (yes or no) b. If yes, which direction did the graph move? By what amount did the graph move?

3. Put these two equations into the calculator: 1. y=cos(x) and 2. y=cos(x)-3. a. Compared to the first equation, did the graph move? (yes or no) b. If yes, which direction did the graph move? By what amount did the graph move?

4. Put these two equations into the calculator: 1. y=cos(x) and 2. y=3cos(x). a. Compared to the first graph, what is different about the second?

Part 3 1. In general, what happens to the graph when there is a number with the x inside the parentheses being added or subtracted? (see #2 from parts 1 & 2 to help) a. Specifically, what happens when the number is subtracted from the x? b. Specifically, what happens when the number is added to the x? 2. In general, what happens to the graph when there is a number in the equation not inside the parentheses but is still being added or subtracted? (see #3 from parts 1 & 2 to help)

Comment [S3]: This part has the students compare how their results differed from part 1 to part 2 and look at the generalizations that they can make based off of their results. INTASC Standard: -Content Pedagogy, because I am creating a learning experience that steps away from direct instruction, while still putting a heavy focus on subject matter.

a. Specifically, what happens when the number is subtracted from the equation? b. Specifically, what happens when the number is added to the equation? 3. In general, what happens when there is a number in front of the equation being multiplied to the equation? (see #4 from parts 1 & 2 to help)

a. Specifically, what happens when the number is greater than 1? b. Specifically, what happens when the number is less than 1? 4. Comparing the graphs of y=sin(x) and y=cos(x), what are some differences? Similarities?

a. Specifically where does each of the functions cross the y-axis?

****ANSWER KEY*** Part 1 1. Put the equation y=sin(x) into the calculator. Draw and label the graph.

2. Put these two equations into the calculator: 1. y=sin(x) and 2. y=sin(x+4). a. Compared to the first equation, did the graph move? (yes or no) Yes. b. If yes, which direction did the graph move? By what amount did the graph move? The graph moved left by four spaces. 3. Put these two equations into the calculator: 1. y=sin(x) and 2. y=sin(x)+5. a. Compared to the first equation, did the graph move? (yes or no) Yes. b. If yes, which direction did the graph move? By what amount did the graph move? The graph moved up by 5 spaces. 4. Put these two equations into the calculator: 1. y=sin(x) and 2. y=.5sin(x). a. Compared to the first graph, what is different about the second? The bumps do not go as far up or as far down in the second equation. (Multiple answers along these line are acceptable) Part 2 1. Put the equation y=cos(x) into the calculator. Draw and label the graph.

2. Put these two equations into the calculator: 1. y=cos(x) and 2. y=cos(x-7). a. Compared to the first equation, did the graph move? (yes or no) Yes. b. If yes, which direction did the graph move? By what amount did the graph move? The function moved right by 7 spaces. 3. Put these two equations into the calculator: 1. y=cos(x) and 2. y=cos(x)-3. a. Compared to the first equation, did the graph move? (yes or no) Yes. b. If yes, which direction did the graph move? By what amount did the graph move? The graph moved down by three spaces.

4. Put these two equations into the calculator: 1. y=cos(x) and 2. y=3cos(x). a. Compared to the first graph, what is different about the second? The bumps go up higher than in the first function. (Multiple answers similar to this are acceptable) Part 3 1. In general, what happens to the graph when there is a number with the x inside the parentheses being added or subtracted? (see #2 from parts 1 & 2 to help) The graph seems to move left or right. a. Specifically, what happens when the number is subtracted from the x? The graph moves to the right. b. Specifically, what happens when the number is added to the x? The graph moves to the left. 2. In general, what happens to the graph when there is a number in the equation not inside the parentheses but is still being added or subtracted? (see #3 from parts 1 & 2 to help) The graph seems to move up or down. a. Specifically, what happens when the number is subtracted from the equation? The graph moves down. b. Specifically, what happens when the number is added to the equation? The graph moves up. 3. In general, what happens when there is a number in front of the equation being multiplied to the equation? (see #4 from parts 1 & 2 to help) The graph seems to be stretched up and down more or squished closer together. a. Specifically, what happens when the number is greater than 1? The graph is stretched bigger. b. Specifically, what happens when the number is less than 1? The graph is squished together 4. Comparing the graphs of y=sin(x) and y=cos(x), what are some differences? Similarities? Cosine is very similar but shifted over to the right a little giving them different starting points. Same shape. The range is from [-1,1] for both. The height of each of the connected parabolas (amplitude). They are spaced the same horizontally (period). (answers may vary) a. Specifically where does each of the functions cross the y-axis? Cosine: (0,1) Sine: (0,0)