Radio Projects Feedback and Rubric

Team MMM: 46/50
Rubric
(M1) Works Cited/ Bibliography (an absolute must): There is a clear page of links and
properly documents resources used throughout the project; MLA formatting used for the citation
of sources.
5
(M2) Sinusoid waves application in daily life: Research is evident about the applicability of
sinusoids. An explanation of how to graph sinusoids is complete and thoroughly explained.
(transformations).
5
I really liked the applications you used. You went into the amplitude and frequency. I do
wish you would have included the use of the Hertz measurement as you talked about frequency
and its meaning.
I LOVED the use of the pendulum and making the graph for it, so people could really
VISUALIZE how the amplitude, period, and frequency come together is these graphs of real
situations and cyclical movement.
(M1) Page Layout: Site is creative, organized, owned by the students (no is this good
enough?), and is easy navigation.
5
I really felt you did own your descriptions and explanations. Your wording to your
explanations really was a strength of the website. You had easy to understand language to
explain this phenomenon of sound. The wiki was well organized with the pages. I would suggest
more paragraphs to break up some of your information. Your words were good, but some may
not stop to read since words can be overwhelming.
I liked how I could find what I needed on the side bar and go there to find a simple
explanation.
Your home page was a little weird. Did you try doing some research on how to edit the
wikispaces homepage? I feel that if someone came to your website at first, there initial reaction
would not be too interested because lets face it, who wants to read a lot of well-thought out
information. Your visuals were helpful in showing your ability to create connections and
understanding for your viewers.
(M2) Objective Achievement: The objective as outlined in the objective sheet are fully met;
webpage is complete and is a recommended resource/hit
5
I do believe your site would have created active learning. I again liked the pendulum page.
I think you could be responsible for some students AHA moment out there as they would work
through some of the simple harmonic problems.
Again, you had a lot of good, well-written information for a beginner to understand, but
words do not always grab the attention.
(M2) Visual/ Graphs: The following elements of the sinusoid graphs were EXPLAINED
thoroughly: amplitude, frequency, period, key points. There is one of each- a sine and cosine
visual- that include various transformations.
5
Did I mention I liked your pendulum page? It was a GREAT visual.

You had good visuals that went along with and confirmed your explanation on how to
graph. This goes back to the layout, but do break up your descriptions a bit, so you have a spot
for explaining period and showing how to calculate, a spot for explaining amplitude and showing
how to calculate/graph, a spot for That way the words will not be so overwhelming in your
descriptions.
(M2) Radio Research: Research and progress of understanding how radios work was included
in site and is related back to the study of frequency/amplitude/waves. Sites research is
thorough, correct, and interesting.
5
I really enjoyed reading through your description of how radios work. I hope when you are
jamming out in your cars or turning the dial, you think about the waves that have been
converted and are being spewed from your speakers.
(E.C) Fox Hole Radio: Students built a working foxhole radio. There was explanation in how
radios work. The students included a how to-build guide for their foxhole radio
5
Guiding questions (if you do not know where to start)

How does sound transmit across space and time?
How does the radio in my car work?
What do sound waves and electromagnetic waves have to do with radios?
What do the stations mean on my radio? For example what does 91.1 FM really mean?
Team MGM- 39.5/50

Rubric
of sources.
5
Did you owe any credits? For example, where did you get the information about the radio
wave range from 30-300 hz?
I do not expect you to be experts, so I need to be able to trust
your information. Also, we know we have to give credit where it is due.
(transformations).
5
I like the applications and how you really used sound. I liked the initial introduction of we
are going to show you a visual of a real life example of a wave with a frequency of 240 HZ. An
explanation of exactly what that is would be good, like playing that pitch.
I would have liked to have definitions included in the process of explaning these
applications. You used frequency, but what is it? The amount of vibrations in 1 second. You had
an example of a situation with 240 HZ, so 240 cycles in one second.
When you solved for your period you got 480pi. So in other words it takes about 1508
seconds to complete a full cycle. This does not make sense. That is because you only solved for
b. You never solved for the period, which you needed for a successful equation and visual.
How come you never had an a that you looked at and applied?
5
4.5
I would say this was creative. I have never had a group ask to make an informational
video. You owned it, but I would say it could have been organized a bit better in terms of being
able to clearly see what was going on.
5
Keep in mind the objective is to get newby students engaged in the graphing of the
functions. You want to make sure you use the language that is fitting for you targeted audience
in this objective. I think it created interest, but it did not quite allow students to be active in
learning how to graph these sine waves and use them. I cannot recommend your video due to a
major error in the graphing instructions.
thoroughly: amplitude, frequency, period, key points.
5
3.5
There was a small error in the explanation of what the b does in the equation, or in other words
that multiplier on the x. You mentioned that is will change the period and the amplitude.
There was also a flaw in the graph you drew. The calculation for your period was incorrectly done.
I would have liked to know exactly what period meant. You showed the equation on how to
calculate period, but you never said what it was- same with amplitude.
More examples may have worked to help solidify this skill of graphing with amplitude, frequency,
period, and key point calculations.
5
This information was good and interesting. There is still more to be said, but you got a good
sense of it. It is not accurate to say that the range of radio waves are from 30 to 300 hz. What
about our dials? What does it mean to tune into 91.1 FM?
5

Team Jaz: 47/50

Rubric
of sources.
5
(transformations).
5
I do wish there would have been another example maybe WITH the transformations, so a
beginner student would have confidence in graphing transformed sine waves. You did label what
the a,b,c,d did to the function on your home page, but there was no example of how to work with
those.
5
This was very easy to work with. It was a very nicely put together site.
5
Your site was very interesting. I am going to be happy with presenting your website as an
example. It is one of the best ones I have. I do believe a student trying to learn about graphing
sine would benefit from the information. Again, I do wish there had been an example of the
transformations and how to do that, but there was definite interest about graphing trig functions
that would have been created with this site.
5
Good visuals all around. You provided several visual examples.

The amplitude definition in the video was a little off. The amplitude is the distance from the sine
graphs center to the maxs and mins. Your website also said the amplitude was the distance
from zero. Again, the definition was a bit hard to understand if the student did not have an
understanding of what zero was.
5
Everything was related well. I feel students will go through your site with interest and learn about
the relevance of the amplitude/frequency I will say the explanation of exactly what 99.5
megahertz means would be helpful. This would be an excellent place to put on some
understanding of exactly how many cycles are going on. It would also give the average person a
perspective of the intensity of the types of waves out there! This could have been the example of
you real working sinusoid equation.
5
The radio wave transmission was something I had not seen before! That was cool. Zack
should have gone into more of what was happening with creating an electromagnetic field which
created those waves/signals that the radio picked up.
Team Jaz: 51/50

Rubric
of sources.
5
(transformations).
5
I do wish there would have been another example maybe WITH the transformations, so a
beginner student would have confidence in graphing transformed sine waves. You did label what
the a,b,c,d did to the function on your home page, but there was no example of how to work with
those.
5
This was very easy to work with. It was a very nicely put together site. You really did own this
project and its organization, Jayda. Good job!
5
Your site was very interesting. I am going to be happy with presenting your website as an
example. It is one of the best ones I have. I do believe a student trying to learn about graphing
sine would benefit from the information. Again, I do wish there had been an example of the
transformations and how to do that, but there was definite interest that would have been created
with this site.
5
4.5
Good visuals all around. You provided several visual examples.

The amplitude definition in the video was a little off. The distance from the sine graphs centers to
the maxs and mins. Your website also said the amplitude was the distance from zero. Again,
the definition was a bit hard to understand if the student did not have an understanding of what
zero was.
5
Everything was related well. I feel students will go through your site with interest and learn about
the relevance of the amplitude/frequency
5
The radio wave transmission was something I had not seen before! That was cool. Zack
should have gone into more of what was happening with creating an electromagnetic field which
created those waves/signals that the radio picked up.
Jessica, Jordan, Tiffany, Collin: 45/50

Rubric
of sources.
5
(transformations).
5
Your Powerpoint had very good explanation of how to graph sinusoids. There was a lot to
it, and a new student to this content could get overwhelmed, but then you had the video working
it out too. That was great.
I do feel like we are missing some of the applications of these sinusoids.
5
4.5
Good layout. Everything was there. I do feel your group did a good job in taking ownership
of certain roles to create this functioning website.
I was not able to get the PP to work on the website, but I was able to download it and view
it, so that was a good choice.
Your funny discussion tab did not take me anymore either. I was excited to hear what
funny discussion you had about this.
The unit circle needed more attention. If you are going to include something like that,
which has its relevancies, you should express them instead of just featuring it and having no
explanation.
5
The student comes away from this video with a good understanding of how to graph
sinusoids. You have a good break down of vocabulary and steps to graph.
I cannot say the student would know exactly what the waves they graphed have anything
to do with a radio wave or sound waves. You mentioned simple harmonic motion. You have
simple harmonic motion as a swing back and forth, but how is what Jessica graphed anything to
do with that. Simple harmonic motion can also be sounds dealing with the radio application you
mentioned, but what did Jessicas graph have anything to do with that? I do not feel the
connections of the skills in graphing sinusoids and their applications were as strong as they could
be.
thoroughly: amplitude, frequency, period, key points. There is one of each- a sine and cosine
visual- that include various transformations.
5
4.5
You had good visuals that would help grab the attention of the viewer. I like how you had
the PowerPoint and the video to direct us through graphing the transformations. These visuals
were very helpful in teaching how to graph.
How come the cosine had the shape that it did?
5
I cannot say I got a clear sense of how waves were applied to the radio. You mentioned
how the amplitude came into a play a couple different ways: the sound volume and the pulses of
the electromagnetic waves can have stronger amplitudes that create clearer/less staticky
sounds. What about the relevance of frequency?
There is a lot to know about the waves around us dealing with radios.
Here are some good websites that could help with building this portion of your website
(some of them are your peers): http://curiosity.discovery.com/question/radio-call-letters and
http://curiosity.discovery.com/question/radio-call-letters.
5
Team GEC: Callie 39.5/50

Rubric
of sources.
5
(transformations).
5
You related the waves to jump-roping and radios. Again, I do not know if you watched this
video or not. From your website, I cannot assess your ability to explain how sinusoid graphs
apply.
5
2.5
I cannot say you owned your site. A lot of the material and objectives are relayed onto
other sources. I would have liked to see your research transformed into your own
applications/ideas. You, as a student, are well aware of the lack of relevance in some of the
things we learn. It was up to you to put some relevance out there. I do not think that this alone
did that. You also had a link to jump roping. Did you know the video did not have anything going
on with it for the last half? I thought I was going to How radios work as your link indicated.
You mentioned you would rather do a test because this took a long time. I gave that time
so you would create and make something of your learning that showed true understanding. I
cannot say that time was well used. I feel you have a lot of opinions on what makes a good
teacher. I will say a good math teacher needs to make his/her students communicate math and
the understanding and concepts. I did an internship a couple summers ago, and I did math for a
company. But, that math would have been useless without proper presentation and
communication of my findings. That is the true test of math. Can you make others understand
what you have arrived at?
5
3.5
I do not believe we met the objective fully in helping a student understand how to graph.
The links provided would maybe get them a little more active. You could have done a more
engaging how waves relate to radios video than what you provided.
5
This was well done. The breakdown of the different transformations was nice to see. I like
how each transformation had a visual. I do feel the explanation of the transformations was
lacking. The language was not quite meeting the objective of getting that new learner to
understand what was going on. For example, the definition of period was not mentioned. You said
how to find the period, but that beginner grapher would not know what it was.
5
3.5
You found a very informational video on how radios worked. It was correct, thorough, but
not your own. I can only hope you sat through the 7 minutes, and picked up the bits and pieces
that related how radios will pick up these waves all around us and interprets them. I did learn
that the colors are created by wavelengths as well. I had forgotten about that.
5


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Radio Projects Feedback and Rubric

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Team MMM: 46/50

Did I mention I liked your pendulum page? It was a GREAT visual.

Guiding questions (if you do not know where to start)

Team MGM- 39.5/50

Guiding questions (if you do not know where to start)

Team Jaz: 47/50

Good visuals all around. You provided several visual examples.

Team Jaz: 51/50

Good visuals all around. You provided several visual examples.

Jessica, Jordan, Tiffany, Collin: 45/50

Team GEC: Callie 39.5/50

Guiding questions (if you do not know where to start)

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