Project Based Learning

The Function of Trigonometric Functions

Math III

Project Title: The Function of Trigonometric Functions

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:
Tacoma Narrows Bridge Collapse (Sound Version) (Standard 4:3): Stillman Fires Collection; Tacoma Fire Department
(Video) – Castle Films (Sound) - http://www.archive.org/details/SF121
Facilitate a discussion: Why Study Trigonometric Graphs?
Teacher resources for this discussion:
Graphs of Trigonometric Functions - http://www.intmath.com/Trigonometric-graphs/Trigo-graph-intro.php
10 Everyday Reasons Why Trigonometry is important in your Life? -
http://www.mathworksheetscenter.com/mathtips/trigonometry.html

West Virginia College- and Career Readiness Standards:

Objectives Directly Taught or Learned Evidence of Student Mastery of Content

Through Inquiry/Discovery
1. Make sense of problems and persevere in Proficient students clarify the meaning of real world problems and
solving them. identify entry points to their solution. They choose appropriate tools
2. Reason abstractly and quantitatively. and make sense of quantities and relationships in problem
3. Construct viable arguments and critique the situations. Students use assumptions and previously-established
reasoning of others. results to construct arguments and explore them. They justify
4. Model with mathematics. conclusions, communicate using clear definitions, and respond to
5. Use appropriate tools strategically. arguments, deciding if the arguments make sense. They ask
6. Attend to precision. clarifying questions. Students reflect on solutions to decide if
7. Look for and make use of structure. outcomes make sense. They discern a pattern or structure and
8. Look for and express regularity in repeated notice if calculations are repeated, while looking for both general
reasoning. methods and shortcuts. As they monitor and evaluate their
progress, they will change course if necessary.
M.3HS.30 Choose trigonometric functions to The student meets the teacher set criteria on the CBR
model periodic phenomena with specified Investigation.
amplitude, frequency, and midline.
The student completes The Music Project at a level of success
designated by the teacher

M.3HS.38 Graph functions expressed The student completes The Music Project at a level of success
symbolically and show key features of the graph, designated by the teacher
by hand in simple cases and using technology for
more complicated cases.
a. Graph square root, cube root and
piecewise-defined functions including The student completes the online investigations
step functions and absolute value (1- 4) found at the following website: Graphs of Trigonometric
Created by Cheryl Reger, NBCT
 functions. Functions - http://www.intmath.com/Trigonometric-graphs/Trigo-
b. Graph exponential and logarithmic graph-intro.php
functions, showing intercepts and end
behavior, and trigonometric functions,
showing period, midline and amplitude.
Instructional Note: Focus on applications
and how key features relate to
characteristics of a situation, making
selection of a particular type of function
model appropriate.)

M.3HS.42 Identify the effect on the graph of The student meets the teacher set criteria on the following quiz:
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) Quia - Trig Graph Info -
for specific values of k (both positive and http://www.quia.com/jq/10338.html
negative); find the value of k given the graphs.
Experiment with cases and illustrate an The student meets the teacher set criteria on the CBR
explanation of the effects on the graph using Investigation.
technology. Include recognizing even and odd
functions from their graphs and algebraic The student completes The Music Project at a level of success
expressions for them. Instructional Note: Use designated by the teacher
transformations of functions to find more optimum
models as students consider increasingly more
complex situations. Note the effect of multiple
transformations on a single function and the
common effect of each transformation across
function types. Include functions defined only by
graph.

Performance Objectives:

Know:
Know how each parameter in a trigonometric equation affects the graph
Recognize the parent trigonometric graphs,
ƒ(x) = sin x
ƒ(x) = cos x
ƒ(x) = tan x
ƒ(x) = cot x
ƒ(x) = sec x
ƒ(x) = csc x
Recognize data patterns that can be modeled by a trigonometric function
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
Identify a trigonometric equation when given a graph of the function
Use the graph of the function to make predictions
Graph trigonometric functions using changes in parameters
Graph trigonometric functions given period, amplitude, and midline
Graph the inverses of trigonometric functions
Find the period of a function given the graph
Find the period of a function given the equation

Driving Question:
Can a musician and a mathematician live and work together in harmony?

Created by Cheryl Reger, NBCT

Assessment Plan:

Team Group Roles and contract

Major Group Products CBR Investigation
The Music Project
Activity Sheet from Illuminations: Seeing Music -
Major Individual Projects http://illuminations.nctm.org/LessonDetail.aspx?id=L686
The Respond Sheet located at: SAS® Curriculum Pathways ® -
http://www.sascurriculumpathways.com>Mathematics>Trigonometry
> Inverse Functions > Web Inquiry 114

Assessment and Reflection:

Rubric(s) I will use: (Check all that Collaboration X Written Communication

apply.) Collaboration Checklist
Critical Thinking & Problem X Content Knowledge
Solving
The Music Project
Oral Communication Other
Other classroom assessments for Quizzes/ tests Practice presentations X
learning: (Check all that apply) Practice Presentation Checklist
Self-evaluation X Notes X
Student Reflection Report Music Knowledge Rating Scale
Peer evaluation X Checklists/observations X
Team Final Evaluation Collaboration Checklist
Online tests and exams X Concept maps
http://www.quia.com/jq/10338.html
Reflections: (Check all that Survey X Focus Group
apply) Project Debrief
Discussion Task Management Chart X
Task Checklist
Journal Writing/ Learning Log Other

Map the Project:

Product: The Music Project

Knowledge and Skills Needed Already Taught Before Taught During

Have the Project the Project
Learned
1. Graph the basic sine wave X
2. Fit a function to a set of periodic data X
3. Find the period, amplitude and frequency of a sine wave X
4. Know how each parameter affects the graph X
5. Find the note associated with a “sound generated” sine wave X
6. Insert graphs from calculator to computer X
7. Collect sound data with a microphone or other probe X
8. Make predictions using multiple representations X
9. Search and navigate the internet X
10. Collaboration skills X
11. Presentations skills X

Resources:
School-based Individuals:
Music and/or physics teacher

Created by Cheryl Reger, NBCT

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
Calculator Based Laboratory (CBL2)
Word processing/spreadsheet/publishing software

Community:
Piano tuner and/or musicians

Materials:
Materials to construct a musical instrument or wind chimes
Instrument to create sound (music)

Websites:
Resource for forming collaborative groups: nsrfharmony.org -
http://www.nsrfharmony.org/system/files/protocols/north_south_1.pdf

Resource for team building activities: Group Activities, Games, Exercises, & Initiatives - http://wilderdom.com/games/
View the famous video of the Tacoma Narrows Bridge to show wave motion:
Tacoma Narrows Bridge Collapse (Sound Version) (Standard 4:3): Stillman Fires Collection; Tacoma Fire Department
(Video) – Castle Films (Sound) - http://www.archive.org/details/SF121
Resource for reasons to study trigonometric graphs: Graphs of Trigonometric Functions -
http://www.intmath.com/Trigonometric-graphs/Trigo-graph-intro.php
Resource for reasons to study trigonometry: 10 Everyday Reasons Why Trigonometry is important in your Life? -
http://www.mathworksheetscenter.com/mathtips/trigonometry.html

Online quiz: Quia - Trig Graph Info - http://www.quia.com/jq/10338.html

Activity to connect mathematics and music: Illuminations: Seeing Music -

http://illuminations.nctm.org/LessonDetail.aspx?id=L686

Activity on inverse functions: SAS® Curriculum Pathways ® -

http://www.sascurriculumpathways.com>Mathematics>Trigonometry > Inverse Functions > Web Inquiry 114

Spaghetti activity: pbworks.com - http://octm2009spaghetti.pbworks.com/f/Trig+Graphs+and+Laws.pdf

Applet used to visualize what is happening in the spaghetti activity:

Trigonometry-sine and cosine Do “the Wave” - http://catcode.com/trig/trig08.html

Begin to investigate variations in the basic sine and cosine graphs:

SAS® Curriculum Pathways ® - http://www.sascurriculumpathways.com>Mathematics>Trigonometry> Circular Functions
and Graphs > Web Lesson 520

Review the attributes of all of the basic trigonometric functions: Properties of the Six Trigonometric Functions -
http://www.analyzemath.com/trigonometry/properties.html

Trigonometry graph resource: Free Trigonometry Tutorials and Problems -

http://www.analyzemath.com/Trigonometry.html

Vocabulary resource: Talking about Sound and Music - http://cnx.org/content/m12373/latest/

Vocabulary resource: Google Books - http://books.google.com/ and enter “The Physics of Music”

Data collection activity: Classroom Activities – Texas Instruments – US and Canada -

https://education.ti.com/en/tisciencenspired/us/detail?id=1C88C70EA512453894D72DA9CD9452C0&t=9CCE22241F984
128819ABD22248EDA90

Created by Cheryl Reger, NBCT

Resource for building instruments: Math, Science and Sound activities by Phil Tulga #09 -
http://www.philtulga.com/MSSActivities.html#09
Resource for building instruments: Greenriver.edu -
http://www.instruction.greenriver.edu/projecttime/Music/AiM%20Module%20-%20Music.pdf
Resource for wind chimes: Make your own windchimes - http://www.phy.mtu.edu/~suits/windchime.html
Activity to introduce inverse functions: Inverse trigonometric functions-Topics in trigonometry -
http://www.themathpage.com/atrig/inverseTrig.htm

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
nsrfharmony.org - http://www.nsrfharmony.org/system/files/protocols/north_south_1.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 Index to Group Activities, Games, Exercises, & Initiatives -
http://wilderdom.com/games/ . 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 are listed 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.
Spaghetti activity: pbworks.com - http://octm2009spaghetti.pbworks.com/f/Trig+Graphs+and+Laws.pdf (Lesson 1)
Applet: Trigonometry-sine and cosine Do “the Wave” - http://catcode.com/trig/trig08.html used to visualize what is
happening in the spaghetti activity:

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.
SAS Curriculum Pathways Investigation:
Why are Sine and Cosine called Circular Functions: SAS® Curriculum Pathways ® -
http://www.sascurriculumpathways.com >Mathematics>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 Graphs of
Trigonometric Functions - 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.
Created by Cheryl Reger, NBCT
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: Properties of the Six Trigonometric Functions -
http://www.analyzemath.com/trigonometry/properties.html

Additional resources:
Free Trigonometry Tutorials and Problems - http://www.analyzemath.com/Trigonometry.html
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 (CBR) linked to a graphing calculator. 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, Quia - Trig
Graph Info - http://www.quia.com/jq/10338.html to assess student knowledge.

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:
Illuminations: Seeing Music - 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: Talking about Sound and Music - http://cnx.org/content/m12373/latest/
Resource #2: Google Books - 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:
Classroom Activities – Texas Instruments – US and Canada -
https://education.ti.com/en/tisciencenspired/us/detail?id=1C88C70EA512453894D72DA9CD9452C0&t=9CCE22241F984
128819ABD22248EDA90 Or at education.ti.com, browse by subject: Science : Physics : Sound and Waves: Activity
“Physics: Vernier - Sound Waves and Beats”. 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:
Math, Science and Sound activities by Phil Tulga #09 - http://www.philtulga.com/MSSActivities.html#09
Greenriver.edu - http://www.instruction.greenriver.edu/projecttime/Music/AiM%20Module%20-%20Music.pdf
Wind chime resources:
Make your own wind chimes - http://www.phy.mtu.edu/~suits/windchime.html

Week 6
Introduce inverse trigonometric functions and use the following two activities:
Inverse trigonometric functions-Topics in trigonometry - http://www.themathpage.com/atrig/inverseTrig.htm (tutorial)
SAS® Curriculum Pathways ® - 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.

Created by Cheryl Reger, NBCT

Project Evaluation:
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.

Key Words:
contextual situations
function transformations
inverse functions,
key features
math and music
modeling with trigonometric functions
sound waves
trig functions
trig graphs

Created by Cheryl Reger, NBCT

 Trigonometric Graphing Storyboard

Form groups Launch the project Team roles

Team building activities Goals Team contract

==> ==>
Week 1 KWL

Spaghetti activity and/or Internet investigation of the Internet investigation of the

SAS Curriculum Pathways amplitude of the sine and period of the sine and cosine
Investigation: Why are Sine cosine functions. functions.
and Cosine ==>
Week 2 Called Circular Functions ==>
Distribute Music Knowledge
Rating Scale

Internet investigation of Internet investigation of the Families of Graphs

phase shift of the sine and graphs of the tangent, Investigation
cosine functions. cotangent, secant, and
==> cosecant trigonometric Progress check with each
Week 3 functions. ==> team

CBR Investigation Complete CBR Investigation Use a microphone and a

computer interface to analyze
==> sound.
==> Choose the musical
Week 4 Test: Online Mini Quiz instrument for the group
project. Revisit KWL and revise

“Seeing Music” Illuminations Continue research to develop Continue research on music

Activity musical instruments. vocabulary and connections
to mathematics.
==> ==>
Week 5 Work on the Music Work on music related Begin to build musical
Knowledge Rating Scale activities: “Music in the Air” instruments.

Prepare presentation of the Peer review of projects

project
Introduce inverse functions: Peer evaluation
==> Begin making final ==>
Week 6 Tutorial at themathpage.com presentations Project reflection
and
SAS Web Inquiry 114

Created by Cheryl Reger, NBCT

 KWL

What do we know? What do we need to know? What should we

do to learn more?

Created by Cheryl Reger, NBCT

 Team Group Roles

Members of the group will assume the following roles. The responsibilities of each role include, but are
not limited to the following:

Team leader: The team leader keeps all members of the group on task and keeps a task management
chart. They make sure that each member participates fully and shows respect for one another.

Recorder: The recorder maintains the group work folder, writes out solutions to problems, and facilitates
the preparation of materials for presentations.

Reporter: The reporter reports progress to the group, class, and instructor. They facilitate any oral
presentations required for the project.

Process director: The process director maintains the ground rules, monitors time, cleans up materials,
and makes sure each group member is mastering concepts.

Floater (in groups of five): The floater assists the leader or other group members as needed. They will
substitute for any absent member and assume their duties.

Participant: All members of the group are expected to participate fully. As a participant, they will take
part in all activities of the group and keep a journal.

Team Expectations

Each member of the group is expected to pull their weight as part of the group. To prevent any member
of the group from receiving a lower grade as a result of group learning, you will compose a group contract
that every member will sign. Use the Internet to research contracts that could help you with some ideas.
Be sure to include behaviors you expect from each individual as well as the group as a whole. Each
member must sign the contract and designate which of the above roles they will be assuming.

Created by Cheryl Reger, NBCT

Collaboration Checklist

Not at all Sometimes Often

1 2 3
Displays a positive attitude

Participates in discussion

Stays on task/uses time wisely

Organizes results/completes tasks

Engages in cooperative behavior

Comments _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Created by Cheryl Reger, NBCT

 Families of Graphs Investigation

1. Graph the function y = sin x. Explain why it is a function.

2. Graph each of the following groups of functions and describe how the change alters
the graph of the parent function y = sin x.

A. y = 2sin x Describe y = c sin x where c > 0

1
y= sin x
2
y = 3sin x

B. y = -sin x Describe y = c sin x where c < 0

y = -2sin x
1
y=- sin x
5
C. y = sin 2x Describe y = sin cx
y = sin 3x
1
y = sin x
2

D. y = sin x + 2 Describe y = sin x + c

y = sin x + 3
1
y = sin x -
2

E. y = sin(x – 2) Describe y = sin(x + c)

y = sin(x + 3)
y = sin(x -  )

Note: Graph from –6.28 to 6.28

Created by Cheryl Reger, NBCT

 CBR Investigation

1. Use the CBR (motion detector) to generate a sine wave on the calculator.
2. After getting an acceptable curve:

 Find the average amplitude

 Find the average period
 Find the vertical translation and/or phase shift
 Find the equation that models your data

Link the calculator to the computer and get the graph (on the clipboard) of:
1) data graph
2) both graphs together

Paste each graph into a word document

Use the equation editor to type your equation. List the period, amplitude, vertical shift, and phase shift.
Write several sentences describing what you did to get your graph to be sinusoidal. Put everyone’s
name on the paper and save it in your group folder.

Created by Cheryl Reger, NBCT

 The Music Project

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.

Created by Cheryl Reger, NBCT

 The Music Project Rubric

Mathematical
Reasoning
and Problem Mathematical Technology Neatness and
Solving Graphs Modeling Concepts Organization
20% 20% 20% 20% 10% 10%
Our musical Our Our Our Our final Our work is
instrument presentation presentation presentation product presented in a
contains a includes includes includes a shows neat, clear,
minimum of 5 accurate accurate detailed evidence that organized
notes that can trigonometric equations explanation, advanced fashion that is
be used to play graphs that that model using correct features of easy to
4 a tune represent the the graphs of mathematical multiple understand.
accurately. actual sound each note our terminology, of technology
of each note instrument the relationship tools and
our instrument plays. between each electronic
plays. graph and its resources
corresponding were used.
note.
Our musical Our Our Our Our final Our work is
instrument presentation presentation presentation product presented in a
contains less includes includes shows shows neat and
than 5 notes accurate somewhat substantial effective use organized
but they are all trigonometric accurate understanding of several fashion that is
3 tuned graphs that equations of the technology usually easy to
accurately. represent the that model relationship tools and understand.
actual sound the graphs of between the electronic
of 3 or 4 notes each note our graph and the resources.
our instrument instrument musical note.
plays. plays.
Our musical Our Our Our Our final Our work is
instrument presentation presentation presentation product presented in
contains a includes includes shows some shows some an organized
minimum of 5 partially somewhat understanding evidence of fashion but
notes but they accurate accurate of the effective use may be hard
are not tuned trigonometric equations relationship of technology to understand
2 accurately. graphs that that model between the tools and at times.
represent the the graphs of graph and the electronic
actual sound 3 or 4 notes musical note. resources.
of some of the our
notes our instrument
instrument plays.
plays.
Our musical Our The graphs in Our Our product Our work
instrument presentation our presentation shows little appears
contains less includes presentation shows very evidence of sloppy and
than 5 notes inaccurate are limited effective use unorganized.
and they are graphs or few inaccurate or understanding of technology It is hard to
1 not tuned graphs for the incomplete. of the tools and know what
accurately. notes our underlying electronic information
instrument concepts resources. goes together.
plays. needed to find
the note from
the graph.

Created by Cheryl Reger, NBCT

 Music Knowledge Rating Scale
As you learn the definition write the definition under “What It Means.”

Know It Have Seen Have

Word Well or Heard It No What It Means
Clue
amplitude

consonance

crest

decibel

dynamics

frequency

harmonics

harmony vs dissonance

hertz

music

octave

period

Created by Cheryl Reger, NBCT

 periodic motion

pitch

simple harmonic motion

sound wave

trough

wave length

Created by Cheryl Reger, NBCT

Individual Task Checklist

o Team summary of individual styles, strengths, and weaknesses

o SAS Web Lesson 520 or Spaghetti Graph

o Online exercises from intmath.com (#1-4)

o Families of Graphs Investigation

o Online Mini Quiz

o Illuminations “Seeing Music” Activity Sheet

o Music Knowledge Rating Scale

o Inverse tutorial located at themathpage.com

o Respond sheet from SAS Web Inquiry 114

o Peer evaluation

o Student reflection report

o Project Debrief

o Other artifacts

Group Task Checklist

o Team contract

o KWL

o CBR Investigation

o Team notes

o Peer review confirmation (who did what)

o Final Music Product

o Group Presentation of Music Project

Created by Cheryl Reger, NBCT

Practice Presentation Checklist

Compelling Little
Evidence Evidence No Evidence
Spelling and grammar in product(s)

Use of technology

Process clearly explained

Shares data gathered

Includes well designed graphs

Supports graphs with equations

Comments
_____________________________________________________________________________

_________________________________________________________________________

_____________________________________________________________________________

Created by Cheryl Reger, NBCT

Student Reflection

Not at all Sometimes Often

I listened to the ideas of others

I offered suggestions

I worked on the project at home

I stayed on task

I met deadlines

I encouraged and complimented others

I did my best work

I enjoyed the project

I cooperated with my group

Some ways we worked well were

_____________________________________________________________________________

_________________________________________________________________________

We could have worked better by

_____________________________________________________________________________

_________________________________________________________________________

I am proud of this project because

_____________________________________________________________________________

_________________________________________________________________________

This project could have been better if I had

_____________________________________________________________________________

_____________________________________________________________________________

Created by Cheryl Reger, NBCT

 Team Final Evaluation
The Music Project

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

How well do you think you met the requirements of the project?
Level
Your
Component Estimate Actual Comments
Combined research with mathematical 20
reasoning to create a musical
instrument that accurately plays at
least 5 notes.

Presented the project using 20

both equations and graphs.

Analyzed the graphs to create notes 20

that play a tune.

Explained, with correct mathematical 20

terminology, the process used to
determine each note.

Demonstrated skill in the use of 10

multiple technology tools and
resources.

Created a neat, clear, organized 10

presentation.

Total 100

Created by Cheryl Reger, NBCT

Rate yourself and your colleagues using the following levels:
 A: Accomplished (unusually good)
 C: Competent (consistent)
 E: Emerging (inconsistent, but evident)
 N: Novice (not evident)

How well did you work with your team?

Level
Your
Component Estimate Actual Comments
Work distribution and task completion 10

Participation in the problem-solving 20

process and discussion

Cooperative behavior 20

Total 50

WORK DISTRIBUTION GRAPH: As you think about the project, make a circle graph that shows the
percentage you think each of your team members contributed.

Created by Cheryl Reger, NBCT

As you reflect on this project, rate each person in your team?

Team Leader
Person responsible:
Level
Your
Component Estimate Actual Comments
Keeps all members of the group on 10
task

Makes sure that each member 10

participates fully

Makes sure that each member shows 10

respect for one another

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Recorder
Person responsible:
Level
Your
Component Estimate Actual Comments
Maintains the group work folder 10

Writes out solutions to problems 10

Facilitates the preparation of materials 10

for presentations

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Reporter
Person responsible:
Level
Your
Component Estimate Actual Comments
Reports progress to the group 10

Reports progress to the class and/or 10

instructor

Facilitates any oral presentations 10

required for the project

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Process director
Person responsible:
Level
Your
Component Estimate Actual Comments
Maintains the ground rules and 10
monitors time

Cleans up materials 10

Makes sure each group member is 10

mastering concepts

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Floater
Person responsible:
Level
Your
Component Estimate Actual Comments
Assists the leader or other group 20
members as needed

Substitutes for any absent member and 10

assumes their duties

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Project Debrief: The Function of Trigonometric Functions

Name _____________________________________

Reflection is an important part of any project. Please answer the following questions in a
thoughtful manner. Be specific with your comments.

What are some things you learned during the project?

Was there a part of the project you liked or did not like? Explain.

What could be added or dropped to make the project better?

Was enough time allocated for each task in the project? Give details.

Are there any assignments you still don’t understand?

Other comments?

Created by Cheryl Reger, NBCT