##
* *Reflection: Student Feedback
Sinusoidal Project Day 3 or 3 - Section 1: Completion of project

This spreadsheet is from a survey I did at the end of the project. The responses give me an idea of how the project went.

I noticed that some students learned what the parameters of the equation general equation meant and how the parameters changed the graph. The last response is interesting since it talks about helping but not "Babying us."

For students that missed the first day of the project. I gave students the directions and had their partner go over the project. I checked in with the students to make sure they understood.

I noticed that some students did not like having the students catch them up. I need to find a way to make these students more independent since they will be moving away from high school in the next couple of years.

I see that most of the students liked doing this project. I know that some students want a lot of examples this usually means they want to be told exactly what to do and then just follow the process without thinking. By only putting out a few examples, I could see which students understood sinusoidal functions and which did not. I also did not want to limit the possibilities. As an example I would say that precipitation is probably not very sinusoidal. I did have a group that started looking at the temperature in the Brazilian Rain Forest. They immediately noticed that the temperature was not sinusoidal but that the precipitation was sinusoidal. The group was excited with this discovery.

*Student Feedback: Student Feedback*

# Sinusoidal Project Day 3 or 3

Lesson 13 of 13

## Objective: SWBAT find a curve of best fit and analyze the key features of the model for the situation.

*45 minutes*

#### Completion of project

*40 min*

Today students get started right away. I give each group the exit slips from yesterday. This is a way to remind students what they need to complete. I remind students about the due date.

I have many groups upset because they cannot get the model to fit the data perfectly. I think this is because most data worked with prior to this activity has been designed fit perfectly. To help students see that a model may not be perfect I ask:

**When you graph your data in science and find the line of best fit do all your data points fall on the line?"****What does the word "model" mean?****When you collect data in an experiment can you have outliers?****Why would your data be great for the first period and not the second period?**

Other issues I deal with while students work are struggles with the spreadsheet and Google Document.

*expand content*

#### Closure

*5 min*

As class ends I remind students that this is the assessment for this unit and when the project is due.

Here is an example of a project. The students discovered how to wrap text around images. This paper also shows that the students understood the meaning of key graph concepts in context. They also give details on why they chose the 23rd of the month and why the picked Arizona.

#### Resources

*expand content*

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- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations

- LESSON 1: Trigonometric Graphs (Day 1 of 3)
- LESSON 2: Trigonometric Graphs (Day 2 of 3)
- LESSON 3: Trigonometric Graphs (Day 3 of 3)
- LESSON 4: Frequency versus Period
- LESSON 5: Graphing Sine and Cosine Functions (Day 1 of 2)
- LESSON 6: Graphing Sine and Cosine Functions (Day 2 of 2)
- LESSON 7: Graphing the nonsinusoidal trigonometric functions Day 1 of 2
- LESSON 8: Graphing the nonsinusoidal trigonometric functions Day 2 of 2
- LESSON 9: Writing Sinusoidal Models
- LESSON 10: Sinusoidal Functions and Climate Changes
- LESSON 11: Sinusodial Project Day 1 of 3
- LESSON 12: Sinusodial Project Day 2 of 3
- LESSON 13: Sinusoidal Project Day 3 or 3