IB Diploma Programme

Unit Planner: Part11 Mathematics:

Modelling periodic
phenomena: trigonometric Applications &
functions Interpretations
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

January 2020 Grade IB2

Start:
Unit Plan 11 February Level: IB AI SL
Thinkers

End:
2020 Teacher: PTE, DAN, DLA

Unit Question How can you model features of weather systems that change with time and geographical locations

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can we use mathematics to model natural occurrences with periodic Introduction to periodic functions
Reflective

functions?
Understanding the use of a sinusoidal functions

Key Concepts Content summary

Factual—
Inquirers

Relate angles to cyclic motion – all quadrants

Relating periodic motion to a Cartesian graph
Explore different forms of y=sinx

Conceptual—
Caring

Reading off values from all 4 quadrants for

Y=sinx & y = cosx
Relate an acute angle with an obtuse angle
Balanced

Debatable— Periodic movements in nature can be modelled on a

sinusoidal function

Duration / Timing Assumed prior knowledge and skills:

Communicators

Weeks 3 Find missing sides and angles on a right angled triangle

Periods (double) 6 Use the GDC to solve equations to decimal places and significant figures
Period (single) 0 Solve problems involving angles of elevation and depression
Homework
Number of tasks 6
Approx. hours 9

Assessment Overview
Knowledgeable

Content/ Knowledge Formative or

Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
https://app.myimaths.com/myportal/library/search Online quizzes to evaluate learning with
F
feedback
MyiMaths homework tasks F Computer based assessment
Collins Chapter exercises F Peer and self-assessment
End of Chapter- Review Exercise F Teacher assessed
End of unit assessment Teacher assessed with additional student
S
self-reflection review sheet.
Risk-takers

Skills/ Internal Assessment Assessment Criteria

Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
https://app.myimaths.com/myportal/library/search Online quiz to evaluate learning with
F
feedback
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – Optimization problem solving for IA – 20% of IB course
Open-minded

Summative Assessment: ‘Assessment of learning’- Gives grades for PG and reporting End of topic assessment
Formative Assessment: ‘Assessment for learning’ - Supports learning and reflection Assumed prior knowledge skills test

Core Considerations
 IB Diploma Programme
Unit Planner: Part11 Mathematics:
Modelling periodic
phenomena: trigonometric Applications &
functions Interpretations
Principled

Learner Profile (how will some LP’s be addressed in this unit?)
Think broader than ‘knowledgable’ and ‘communicators’ for the obvious subject areas.
Open-minded – are students open to the idea of using flipped
instruction to self-pace and self-study?
International Mindedness
(Where do opportunities arise to explore this dimension?)
The importance of science and technology in the everyday world is clear,
but the vital role of mathematics is not so well recognized. It is the
language of science, and underpins most developments in science and
technology. A good example of this is the digital revolution, which is
transforming the world, as it is all based on the binary number system in
mathematics.
Examples of global issues relating to international-mindedness (Int)
are given in the Chapter planning at the end of the Unit Plan.

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Geogebra, GDC 2. Problem soling
4. Technology
6. Investigative Approaches

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Area under curves can help explain concepts in Science and Economics Information from other subjects of real world situations/examples
they use which involve area under curves or in spaces.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Research TOK links with Physics Rates of change in economics, kinematics and medicine.

Is intuition a valid way of knowing in Mathematics ? How is it possible Efficient use of material in packaging.
to reach the same conclusion from different research paths?

Learning Experiences
Risk-takers

Theoretical: Practical/ Applied:

Open-minded

Approaches to learning: Approaches to teaching through:

 IB Diploma Programme
Unit Planner: Part11 Mathematics:
Modelling periodic
phenomena: trigonometric Applications &
functions Interpretations
Principled

Tick as appropriate: Tick as appropriate:

ATL 1 Research skills Inquiry

ATL 2 Communication skills Concepts
ATL 3 Social Skills Differentiation
ATL 4 Thinking skills Contextually/Authenticity
ATL 5 Self management skills Collaboration
Thinkers

Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford Mathematics Applications and Interpretations SL textbook
Reflective
Inquirers

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
www.kognity.com
http://www.thinkib.net/mathstudies
http://www.radfordmathematics.com/
www.khanacademy.org (include list of specific videos)
www.examsolutions.net
Caring

Integration
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)
Balanced

Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Communicators

Ongoing Reflection and Evaluation

Aspect Successes or positive experiences Improvements to be made
Knowledgeable

Teaching/ learning

Assessment of skills/ knowledge

Making connections

Core considerations

Further notes/ reflection

Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled