Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions

Trigonometry
Page 1 of 11

Title

The Function of Trigonometric Functions

Creator:

Reger, Cheryl creger@access.k12.wv.us

Source:

2009-2010 Secondary PBL Project

Project Idea:

You are a mathematician with a strong appreciation for the beauty of mathematics. You have found that you
cannot share that appreciation with anyone other than another mathematician. Because you are so anxious to
share your feelings about the beauty and wonder of mathematics, you are looking for a scheme to represent it
in a musical way. Music seems to be a medium that most people can enjoy and understand at some level.
You believe that if a person understands the music it will help them understand the mathematics. You and a
team of mathematicians have decided to coauthor a book to showcase this relationship. In order to promote
the book, you will build a homemade musical instrument and tune the instrument using trigonometric graphs.
You will create a presentation to persuade publishing companies to publish your book. The presentation will
include excerpts from your book relating the instrument you build to its mathematical connections.

Entry Event:

Invite a piano tuner to speak to the students about the process he uses to tune pianos
View the famous video of the Tacoma Narrows Bridge to show wave motion:
http://www.archive.org/details/SF121
Discussion: Why Study Trigonometric Graphs?
Teacher Resources: http://www.intmath.com/Trigonometric-graphs/Trigo-graph-intro.php
http://www.mathworksheetscenter.com/mathtips/trigonometry.html

Content
Standards &
Objectives:

Objectives Directly
Taught or Learned
Through Discovery

Identified
Learning
Target

Evidence of Success in Achieving Identified Learning Target

M.O.T.3.6
identify a real life problem
utilizing graphs of
trigonometric functions
and/or the inverse
functions; make a
hypothesis as to the
outcome; develop, justify,
and implement a method to
collect, organize, and
analyze data; generalize
the results to make a
conclusion; compare the
hypothesis and the
conclusion; present the
project using words,
graphs, drawings, models,
or tables.

Know how
each parameter
in a
trigonometric
equation
affects the
graph

The student meets the teacher set criteria on the following quiz:
http://www.sascurriculumpathways.com>Mathematics>Trigonometry
> Circular Functions & Graphs > Web Resources 742: Mini Quiz: Trig
Graph Info
Also available at http://www.quia.com/jq/10338.html

Recognize the
parent
trigonometric
graphs,

Successful completion of the tutorial located at

http://www.themathpage.com/atrig/inverseTrig.htm
The student meets the teacher set criteria on the following Respond
Sheet: http://www.sascurriculumpathways.com
>Mathematics>Trigonometry > Inverse Functions > Web Inquiry 114

The student meets the teacher set criteria on the CBR Investigation.
(x) = sin
x
The student completes The Music Project at a level of success
(x) = cos designated by the teacher
x
(x) = tan
x
(x) = sin
x
(x) = cot
x
(x) = sec
x
(x) = csc
x
Know the
relationship
between the
trigonometric
functions and
their inverses

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 2 of 11

Find a
trigonometric
equation that
fits a set of
data by
adjusting the
parameters
Recognize
data that can
be modeled by
a
trigonometric
function
Use the graph
of the function
to make
predictions
Develop a
method to
collect,
organize, and
analyze data
Graph
trigonometric
functions
using changes
in parameters
Graph the
inverses of
trigonometric
functions
Collect,
organize and
analyze data to
test a
hypothesis
Make a
hypothesis as
to the outcome
for a situation,
use the data to
make a
conclusion and
prepare a
presentation to
compare the
hypothesis and
the conclusion
using multiple
representations
such as words,
graphs,
drawings,
models, or

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 3 of 11

tables
M.O.T.3.7
model periodic data sets
using graphs, tables, and
equations and use them to
analyze real-world
problems such as
electricity and harmonic
motion.

Know the
definition of a
periodic
function

The student meets the teacher set criteria on the core techSteps Project
titled Model with Trigonometric Functions located at
http://www.techsteps.com/

Know the
period of basic
trigonometric
functions
Recognize
periodic data
Determine the
best periodic
function to use
to model data
Find the
period of a
function given
the graph
Find the
period of a
function given
the equation

21st Century Skills

Information and
Communication Skills:

Learning Skills
& Technology
Tools
21C.O.9-12.1.LS1
- Student
recognizes
information
needed for
problem solving,
can efficiently
browse, search
and navigate
online to access
relevant
information,
evaluates
information based
on credibility,
social, economic,
political and/or
ethical issues, and
presents findings
clearly and
persuasively using
a range of
technology tools
and media.

21C.O.9-12.1.TT6

Teaching
Strategies
Culminating
Activity
The teacher
will engage
students in
investigations
of the graphs
of
trigonometric
functions.

Evidence of Success

Students use the mathematical modeling process to develop

trigonometric graphs based on real-world situations that they
formulate.
The student meets the teacher set criteria on the core techSteps
Project titled Model with Trigonometric Functions located at
http://www.techsteps.com/

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 4 of 11

- Student uses
advanced features
and utilities of
spreadsheet
software, (e.g.,
formulas, filters,
pivot tables, pivot
charts, macros,
conditional
formatting), to
perform
calculations and
to organize,
analyze and report
data.

Thinking and Reasoning

Skills:

21C.O.9-12.2.LS2
- Student draws
conclusions from
a variety of data
sources to analyze
and interpret
systems.

The teacher
provides
opportunities
for students to
generate and
analyze
multiple
representations
of real-world
21C.O.9-12.2.TT3 data with and
- Student uses
without the
multiple
use of
electronic sources technology.
of information
and multiple
technology tools
and resources
tools (e.g., digital
cameras, graphing
calculators,
probes, mp3
players, handheld
devices, other
emerging
technologies,
simulations,
models, browsers,
word processing,
authoring tools,
spreadsheets,
databases) to
collaborate with
others, to
formulate a
hypothesis, to
solve problems,
make decisions,
and present and
justify the
solutions.

Students use the mathematical modeling process to develop

trigonometric graphs based on real-world situations that they
formulate.
The student meets the teacher set criteria on the core techSteps
Project titled Model with Trigonometric Functions located at
http://www.techsteps.com/

The student completes The Music Project at a level of success

designated by the teacher.

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 5 of 11

Personal and Workplace

Skills:

21C.O.9-12.3.LS5
- Student exhibits
positive
leadership
through
interpersonal and
problem-solving
skills that
contribute to
achieving the
goal. He/she helps
others stay
focused,
distributes tasks
and
responsibilities
effectively, and
monitors group
progress toward
the goal without
undermining the
efforts of others.

Teacher
presents
students with
team roles and
monitors their
work as they
carry out those
roles.

Students assume designated group roles to facilitate the work of their

team. Team members work together to develop a group contract that
each member signs and agrees to uphold.
Collaboration Checklist

Successful completion of practice with online resources:

Graphs of trigonometric functions:
http://www.intmath.com/Trigonometric-graphs/Trigo-graph-intro.php
Inverse values: http://www.themathpage.com/atrig/inverseTrig.htm

Teacher
presents
situations
which require
students to
look for
information
beyond their
own
knowledge.

21C.O.9-12.3.TT8
- Student uses
technology to
seek strategies
and information
to address limits
in their own
knowledge.

Performance
Objectives:

Know
Know how each parameter in a trigonometric equation affects the graph
Recognize the parent trigonometric graphs,
(x) = sin x
(x) = cos x
(x) = tan x
(x) = cot x
(x) = sec x
(x) = csc x
Know the relationship between the trigonometric functions and their inverses
Know the definition of a periodic function
Know the period of basic trigonometric functions

Do
Find a trigonometric equation that fits a set of data by adjusting the parameters
Use the graph of the function to make predictions
Graph trigonometric functions using changes in parameters
Graph the inverses of trigonometric functions
Collect, organize and analyze data to test a hypothesis
Find the period of a function given the graph
Find the period of a function given the equation

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 6 of 11

Driving
Question:
Assessment
Plan:

Can a musician and a mathematician live and work together in harmony?

Team Group Roles and contract
CBR Investigation
The Music Project

Major Group Products

Model with Trigonometric Functions located at http://www.techsteps.com/

with learning log
Illuminations activity sheet from Seeing Music:
http://illuminations.nctm.org/LessonDetail.aspx?id=L686
The Respond Sheet located at:
http://www.sascurriculumpathways.com>Mathematics>Trigonometry >
Inverse Functions > Web Inquiry 114

Major Individual Projects

Assessment
and
Reflection:

Rubric(s) I Will Use:

Other Classroom Assessments

For Learning:

Collaboration
Collaboration Checklist

X Written Communication

Critical Thinking & Problem

Solving
The Music Project

X Content Knowledge
Model with Trigonometric
Functions located at
http://www.techsteps.com/
The Music Project

Oral Communication

Other

Quizzes/Tests

Practice Presentations
Practice Presentation Checklist

Self-Evaluation
Student Reflection Report

X Notes
Music Knowledge Rating Scale

Peer Evaluation
Team Final Evaluation

X Checklists/Observations
Collaboration Checklist

Online Tests and Exams

X Concept Maps
http://www.quia.com/jq/10338.html
Reflections:

Survey
Project Debrief

X Focus Group

Discussion

Task Management Chart

Task Checklist

Journal Writing/Learning Log

techSteps Activity Directions
Map The
Product:

X Other

Product: The Music Project

Knowledge and Skills Needed

Already Have
Learned

Taught
Before the
Project

1. Graph the basic sine wave

2. Fit a function to a set of periodic data
3. Find the period, amplitude and frequency of a sine wave
4. Know how each parameter affects the graph
5. Find the note associated with a sound generated sine wave
6. Insert graphs from calculator to computer
7. Collect sound data with a microphone or other probe
8. Make predictions using multiple representations
9. Search and navigate the internet

X
X

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 7 of 11

Resources:

10. Collaboration skills

11. Presentations skills

School-based Individuals:
Music and/or physics teacher
Technology:
Computers with Internet access and printer
Computer algebra software
Graphing calculators with graphlink cable
Calculator based ranger or other device to detect motion
Microphone with appropriate connections
Word processing/spreadsheet/publishing software
Oscilloscope for wind chimes activity
Community:
Piano tuner and/or musicians
Materials:
Materials to construct a musical instrument or wind chimes
Instrument to create sound (music)

Manage the
Process:

See Trigonometric Graphing Storyboard.

The following description contains many opportunities for students to learn about graphing and the connections
to the real world, in particular, music. In some cases, activities or tutorials might be eliminated for some or all
students; however the suggested scaffolding is here if needed. If something is eliminated, the Task Checklist
should be adjusted as well.
Week 1
Assign students to groups according to their personal style. The activity to determine this style can be found at
http://www.nsrfharmony.org/protocol/doc/north_south.pdf.
Assign groups by mixing up the styles as much as possible. One of each style per group works well.
After assigning groups, give them time to talk to each other about their individual style, strengths, and
weaknesses. Students will take notes about members of the group and keep this as an artifact for the project.
Plan other activities to help students see the importance and meaning of collaboration. Some team building
activities can be found at http://wilderdom.com/games/descriptions. Note: These activities may not be
necessary if students in the class have experience working together in groups.
Launch the project by showing a video of the collapse of the Tacoma Narrows Bridge. This will motivate
discussion about how trigonometric functions occur naturally. Teacher resources have been provided in the
entry event with more information about applications.
Next invite a member of the community to discuss the process used to tune a piano. Distribute the project
scenario and have groups complete a KWL. Discuss the goals of the project so that the learning targets are
clear.
Each group is expected to compose their own contract. They can use the internet as a resource to help them
with ideas to include. After they determine the role of each student in the group, this should be included in the
contract. Each student will sign the contract and it will be kept on file in the group folder.
Week 2
Differentiation: What follows are two different ways to make the connection between the unit circle and the
graphs of sine and cosine. The spaghetti activity would be more suited for the student who needs a hands-on
experience to visualize this connection. The end product from this activity is a nice display to leave in the
classroom while studying graphs.
The SAS Curriculum Pathways is an interactive online investigation and is more appropriate for the student
who does not enjoy hands-on tasks. Since each has the same objective, students could be divided to meet
this curriculum goal.
Spaghetti activity:

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 8 of 11

http://asmsa.org/FacultyStaff/CurrentStaffResources/TeachingUnits/Math/Trig%20Graphs%20and%20Laws.pdf
Applet: http://catcode.com/trig/trig08.html used to visualize what is happening in the spaghetti activity:
SAS Curriculum Pathways Investigation:
Why are Sine and Cosine called Circular Functions: http://www.sasinschool.com
Trigonometry > Circular Functions and Graphs > Web Lesson 520
Begin to investigate variations in the basic sine and cosine graphs:
There are many resources online with good online investigations for this study. One such source is
http://www.intmath.com/Trigonometric-graphs/Trigo-graph-intro.php . The scaffolding of this topic on this
website will be something like this:
Step 1: Investigate the amplitude of the sine and cosine functions: Choose #1 from the menu. At the end of
this page students should complete the exercises and check their own answers to insure understanding.
Step 2: Investigate the period of the sine and cosine functions: Choose #2 from the menu. At the end of this
page students should read about frequency as related to electronics and look at the music example. Again
there are exercises to complete to verify understanding.
Week 3
Step 3: Investigate phase shift of the sine and cosine functions: Choose #3 from the menu. Students should
complete the exercises and check for understanding.
Step 4: Continue by investigating the graphs of the tangent, cotangent, secant, and cosecant trigonometric
functions. Choose #4 from the menu.
Differentiation: It may be necessary for some students to review the attributes of all of the basic trigonometric
functions and a good resource for this is http://www.analyzemath.com/trigonometry/properties.html
Additional resources: http://www.analyzemath.com/Trigonometry.html and
http://earthmath.kennesaw.edu/main_site/tool_chest/graph_sine.htm

Understanding can be reinforced and/or assessed by using the Families of Graphs Investigation. This can
be done using graphing calculators or computer algebra software.
Week 4
Introduce some type of computer interface to collect data and look at its graph. One way to do this is with a
motion detector linked to a graphing calculator (CBR). Working in their teams, students will find a way to
generate data (using motion) that has a sinusoidal shape. Follow directions in the CBR Investigation that is
provided. While students are experimenting with this, others may need extra practice graphing. When ready,
use the Online Mini Quiz to assess student knowledge.
To make the real world connection between trigonometric functions and the real world, as well as target the
topic of periodic data, provide students with the opportunity to do the core techSteps Project titled Model with
Trigonometric Functions located at http://www.techsteps.com/ Students should work in pairs if possible,
however each student will create their own learning log to document their work and record their
understandings. When the project is assigned, provide each student with the techSteps Activity Directions
and a copy of the rubric (available at the techSteps website). Instruct them to attach both of these pages to
the learning log when the project is completed.
Week 5
Connect sine waves to musical harmony and dissonance:
(Begin with the Preactivity questions) and work on the Seeing Music Activity at the following website:
http://illuminations.nctm.org/LessonDetail.aspx?id=L686
The primary focus of The Music Project is to highlight connections between trigonometry and music. Groups will need
time to collaborate as each member carries out their tasks. Students should also be working on the Music Knowledge
Rating Scale. Differentiate by providing some resources for students who need help finding definitions:
Resource #1: http://cnx.org/content/m12373/latest/

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 9 of 11

Resource #2: http://www.sciencefriday.com/pages/2006/Apr/music/

Resource #3: http://books.google.com/ and enter The Physics of Music
If available, you can use Sketchpad 5 sound generator to evaluate the function and find the equation of the
sinusoid. This is a scaffolding activity in preparation of the data collection.
Using a microphone and a computer interface or graphing calculator, investigate the properties of the sine
wave. Generate the data by using a tuning fork, electric keyboard, or other musical instrument. Analyze the
properties of the sound by considering the period, amplitude, and frequency. This is the process groups will
use to tune their products for the final project. A variety of equipment and software can be used for this
activity. One such choice has detailed instructions provided at the following web resource:
Activities Exchange at education.ti.com
Browse by Subject : Science : Physics : Sound and Waves: Activity Music in the Air
Here you will find a step by step description of the process and a list of necessary equipment.
For the final product (The Music Project) groups may choose from the following:
Choice #1: Build a musical instrument made of tubes and use it to play a tune.
Choice #2: Build a set of wind chimes and play a tune with it.
Choice #3: Play a tune with glasses or water bottles.
Each note on the instrument will be tuned by following the above procedure. These sine waves, as well as
equations to fit them, will be included as part of the presentation to promote the book the team is authoring.
You may want to share this information with the students when you launch the project.
Resources for making an instrument:
http://www.philtulga.com/MSSActivities.html#09
http://www.instruction.greenriver.edu/projecttime/Music/AiM%20Module%20-%20Music.pdf
Directions for learning about sound and making wind chimes
http://epic.physics.missouri.edu/PDF%20files/Physics_of_Wind_Chimes-KimB.pdf
Other wind chime resources:
http://www.bc1.com/~ereiswig/chimes.htm
http://www.phy.mtu.edu/~suits/windchime.html
http://home.fuse.net/engineering/Chimes.htm (Includes downloadable freeware called Wind Chime Designer
to help determine the notes and tube lengths)
Week 6

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 10 of 11

Week 6
Introduce inverse trigonometric functions and use the following two activities:
Tutorial; http://www.themathpage.com/atrig/inverseTrig.htm
http://www.sascurriculumpathways.com>Mathematics>Trigonometry > Inverse Functions > Web Inquiry 114
Some students can be working on these activities while others are working on the project, then rotate.
Feedback from the Practice Presentation Checklist can help teams improve their final product.
After final projects are presented, students will complete the Student Reflection Report, Team Final Evaluation, and
Project Debrief.
Project
Evaluation:
Resource
Files
Uploaded

Project Debrief
Student Reflection Report
Team Final Evaluation

Resource Files
UP3475WS2.png
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS2.png)
UP3475WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS3.doc)
UP3475WS4.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS4.doc)
UP3475WS5.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS5.doc)
UP3475WS6.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS6.doc)
UP3475WS7.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS7.doc)
UP3475WS8.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS8.doc)
UP3475WS9.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS9.doc)
UP3475WS10.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS10.doc)
UP3475WS11.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS11.doc)
UP3475WS12.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS12.doc)
UP3475WS13.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS13.doc)
UP3475WS14.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS14.doc)
UP3475WS15.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS15.doc)
UP3475WS16.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS16.doc)
UP3475WS17.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3475WS17.doc)

Teach21 Teach21 Project Based Learning

The Function of Trigonometric Functions
Trigonometry
Page 11 of 11

VOC3475V18.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/VOC3475V18.doc)