Sine And Cosine Analysis

Circle Walk Essay
Max Poffenbarger
Mrs. Medina
B6

Using a six foot string and a ten foot string, we attached a string to a tent stake and had someone hold it and stand still. Then while they held still, someone else would walk around them in a circle while we recorded how far they were from where they started. The distance doesn’t keep adding up as we originally thought. Instead, it is literally the distance from the point at which they started. So the first number was 0, then 6, then 12, then 0 (refer to graph and table 1). The person walked around the circle twice and we wrote down the data. The process was repeated with the ten foot string (refer to graph and table 2). Next we did the same procedure but started on the opposite side of the circle of the waypoint. For example: the first number was 12, then 6, then 0, then 6 (refer to graph and table 3). Again, the same process was repeated for the ten foot string (refer to graph and table 4). After graphing all this information we colored coded the graphs and wrote down the tables for them. The purpose of this assignment was to show the resemblance of a graph made by recording the data from walking around in a circle to the graphs pertaining to sine and cosine. In this paragraph I will be comparing graph number one to graph number 2. At first glance without even thinking to hard you can tell that these graphs have a lot in common. The only real difference is the height of the crests. The reason for the difference in the height of the crests is because the highest point on the graph is the diameter of the circle. It makes sense if you just think about it. We recorded the distance from the start point and at the furthest point away is the highest point on the graph. And the farthest point was across the circle, and the definition of diameter is from one point on the circle to the side opposite. So, the