Trig Project BONUS Opportunity

For an extra 20 points added onto your final project score, you must go to a teacher in the morning, their service period, lunch, or after school, and present your project to them. It does not have to be on their smartboard - in fact, you can do it while sitting down with them on their computer. However, you must walk them through your presentation and explain to them how you came up with your graphs.

For the full 20 points, you must:

1) Present your full presentation to a teacher (the teacher can be me)
2) Get the teacher to EMAIL ME that you presented to them. no email = no bonus. This is SUPER IMPORTANT, make sure that this happens for you to receive your points.

Example of Trig Presentation

Hi Trig!

Please click this link here for the example trig project that I showed you in class:
Graphing_Trig_Powerpoint_Project.pptx - https://drive.google.com/file/d/0B3KJuak8r9sHR21hZlhZQzV6aDg/edit?usp=sharing

RULES: You cannot copy any of my examples!
Your work must be your own.
You must have all six trig functions
You must make your own modifications to the trig functions: one base function, one flipped function
one change in amplitude, one change in direction, one vertical translation, and one horizontal translation.

Deriving Equations from Graphs

So far, I have given you an equation and asked you to graph it. Today, we did the opposite. You saw a graphed equation on a coordinate plane and had to come up with an equation for it.

Basically, we want to identify the change in the graph and reflect that change in our equation. Is there a change in period? How much? And where does that number go in the equation? Is there a change in amplitude? If so, how much, and where would we find that in the equation? The same is true for vertical and horizontal translations.

This concept is rather difficult to explain in words so please click the video link below to get two good examples of how to do this.

http://www.educreations.com/lesson/view/deriving-equations-from-graps/13711498/?s=35CfqD&ref=app

Graphing cotangent

Graphing cotangent is JUST like graphing tangent - except backwards! Our graph goes up towards positive infinity near the -90 asymptote and down to negative infinity near the 90 asymptote. This is literally the ONLY difference between tangent and cotangent. Starting point, ending point, and period are all the same.

Since this is pretty easy to grasp, we did some harder examples of cotangent graphs in class today. Click on the link below to view a video of one if you are confused!

http://www.educreations.com/lesson/view/graphing-cotangent/13607137/?s=rkTVsd&ref=app

Graphing Tangent Functions

Tangent is different than sine, cosine, secant or cosecant because the graph does not appear in "wave" form. It also has a period of 180 degrees rather than 360 degrees, as the rest of our functions do. Its normal starting point is -90 and its normal end point is 90 degrees. Tangent repeats itself every 180 degrees.

To get a video tutorial on how to graph the base function of y = tanx as well as a vertical translation y = tanx + 2, click here:

http://www.educreations.com/lesson/view/graphing-tangent/13378530/?s=aEjnFr&ref=app

http://www.educreations.com/lesson/view/vertical-translation-tangent/13378707/?s=uuPIgT&ref=app

Graphing cosecant and secant functions

Cosecant and secant graphs are the opposite of sine and cosine graphs. Therefore, if we plot the sine or cosine graph as a reference, we can easily find the secant or cosecant graph as well!

Check out these links for videos on how to graph!
http://www.educreations.com/lesson/view/graphing-cosecant/13377826/?s=KKxlIw&ref=app

http://www.educreations.com/lesson/view/graphing-secant/13378142/?s=P3lOIB&ref=app


Note that the period, starting point, and ending points are ALL the same for sine, cosine, secant, and cosecant graphs. Amplitude is the only feature that changes (since the graphs are flipped).