ASU Creation of an Amusement Park Featuring Five Rides Plan

Summative evaluation task for the moduleHere: Highschool MathThe graphical analysis of equations is part of our daily lives, for example when analyzing a displacement or a structure. The mathematical concepts of graph analysis and transformation are ubiquitous. Design a plan for the creation of an amusement park featuring five rides with different, periodic movements.To explain them, use analysis and graphic description of the movements in a ride (e.g., rotational movement, horizontal or vertical movement, parabolic movement). Uses graphs (e.g., sinusoidal, parabolic, exponential functions) to present the movement of a person on three of the rides. Determine the equation of the function of each movement, using transformations and reciprocals to explain the nature of the movements.Here’s a series of images to inspire you.(Attached Below)Step 1 – Thinking and making connectionsWhat are the mathematical concepts involved in developing an amusement park?What data do I know about the task? What information do I not know?What questions do I ask myself?What ideas come to mind when I decide which rides to analyze?What do I know about amusement parks?What information do I know about a person’s movement on different rides?How many types of rides do I know?Step 2 – Selecting tools and strategiesHow can I determine the equations for each of the functions that represent the movement of a person on a ride?How can I determine the factors that will enable me to model the situations?What approaches will I use to explain the mathematical concepts involved in analyzing the movement of a person in a carousel?What tools will I need to carry out a detailed analysis of the movement of a person in a carousel?What strategy will I use to develop my plan?Step 3 – Reasoning and representationOnce you’ve selected the mathematical tools and strategies you’ll need to create your plan, ask yourself the questions below.How will I represent my data and explanations (e.g., diagrams, tables, images)?How will I arrive at the final results? What calculations are required?How will I analyze and account for my data to determine the various transformations?How will I use the mathematical concepts I’ve learned in the module in my assessment?How will I use my knowledge of trigonometric functions to establish a link with a merry-go-round?How will I integrate the concept of trigonometric identity into my plan?How does the movement of a person on a merry-go-round relate to the principle of reciprocity?Can I include more than one approach or strategy for the same ride?Step 4 – Communication and justificationNow you can create your plan and apply the mathematical concepts you’ve learned in this module to analyze the different rides. How will I present my plan to the rest of the class? What’s the format?What equations model the movement of a person on a merry-go-round? Why am I confident in my solution?How did I come to this conclusion?Was my strategy effective? How do I know?How does my amusement park differ from that of the other students in my class?Did I revise my work before submitting it to avoid mistakes and make sure I didn’t miss anything?