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Priya is thinking about the windmill that has a point,
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In this activity, students continue thinking about negative angles of rotation. To determine the height of the blades of the waterwheel, students need to look for and make use of structure (MP7). Students use the context of a waterwheel to interpret negative angles of rotation and compare the behavior with what they already know about a point traveling clockwise in the same manner.
Since students may be unfamiliar with waterwheels, begin by inviting students to share what they know about waterwheels and if they have ever seen one. If possible, find a picture of a waterwheel to show students, and explain that they come in many different sizes with different styles of wheels. Tell students that a waterwheel is a machine that uses flowing water to turn a wheel. The turning of the wheel powers machines, such as those that are used to grind grain into flour or to hammer and shape certain types of metal. While they are no longer commonly used due to electricity, waterwheels were important in many civilizations around the world for power for thousands of years.
Invite students to draw a diagram of the waterwheel, with the center of the wheel at the water level. Point out that if the top of the waterwheel has a height of 1 meter, then the bottom of the wheel is 1 meter below the surface, so its height is -1 meter.
The blades of a waterwheel are 1 meter long and are centered at
Complete the table for the position of point
How do these heights compare to the heights for angles rotated the same amount in the opposite direction?
| angle (radians) | height (meters) |
|---|---|
| 0 | 0 |
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The purpose of this discussion is for students to connect a negative angle of rotation with the work they have done with the sine function in previous lessons.
Display the graph of
Ask students to predict what the graph will look like for
Invite students to plot 1 or 2 points from their tables and to make another prediction. If students suggest that it would be reflected over both the horizontal and vertical axes (or an equivalent informal explanation), sketch the graph and invite students to plot an additional 1 or 2 points to see that it matches.
Students do not need to formalize this idea, as they will continue building graphs of sine and cosine functions in an upcoming activity.
Learn how to use instructional routines to facilitate problem-based learning!
To Gather
Tools for creating a visual display
The goal of this activity is for students to create visual displays for the cosine and sine functions that show their graphs for a range of negative and positive radian inputs. As they create their displays, students will also consider what it means for a periodic function to have a maximum or minimum and why
Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Arrange students in groups of 2–4. Provide supplies for making visual displays.
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The graphs of the cosine and sine functions have smooth repeating curves, which can be a challenge to draw for students who have not done so before. Encourage students to plot points to help guide their curves as they make the graphs.
Here are some questions for discussion, focusing on some important features of the graph of cosine:
In future lessons, students will learn how to transform these functions in order to model situations, bringing together their work in a previous unit with their study of trigonometry.
To Gather
Graphing technology
Use this activity to give students additional practice working with the graphs of the cosine and sine functions.
The goal of this activity is for students to consider the graphs of
Use graphing technology to graph the functions
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To help students clarify their explanation for finding an angle
“Tell me more about what
“How could the unit circle help you find
Display the graphs of the cosine and sine functions, such as shown here, and refer to them throughout the discussion:
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