Noise-canceling headphones are amazing. They don’t just block the sounds from coming into your ears, but actively destroy them. They actually make more noise so that you end up hearing less noise. How does that work?

In this lesson, students use transformations of trigonometric functions to explore how sound waves can interfere with one another, and how noise-canceling headphones use incoming sounds to figure out how to produce that sweet, sweet silence.

Students will

Given the frequency of a pure tone, calculate the period of its sound wave

Sketch the graph of a chord composed of two tones and estimate its period and frequency

Describe any apparent relationship between a chord’s period and its perceived pleasantness

Sketch the graph of a pure tone’s noise-canceling counterpart and construct multiple functions to describe it

Develop general procedures for generating a noise-cancelling wave from a given pure tone

Examine some difficulties in describing noise-canceling waves for chords

Explain how noise-canceling headphones work and why they are not always completely effective

Before you begin

Students should be familiar with the general form of sinusoids (i.e. f(x) = Asin(Bx – C) + D or f(x) = Acos(Bx – C) + D) and how changes in the parameters affect their graphs.

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Topic:
Building Functions (BF), Interpreting Functions (IF)

How far away from the TV should you sit? Students use right triangle trigonometry and a rational function to explore the percent of your visual field that is occupied by the area of a television.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI), Similarity, Right Triangles, and Trigonometry (SRT)

How can you make money in a pyramid scheme? Students learn about how pyramid schemes work (and how they fail), and use geometric sequences to model the exponential growth of a pyramid scheme over time.

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Building Functions (BF), Linear, Quadratic, and Exponential Models (LE), Seeing Structure in Expressions (SSE)

How much do you really pay when you use a credit card? Students develop an exponential growth model to determine how much an item really ends up costing when purchased on credit.

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Building Functions (BF), Creating Equations (CED), Linear, Quadratic, and Exponential Models (LE)

Could Inspector Javert have survived the fall? Students use quadratic models to determine how high the bridge was in Les Misérables, and explore the maximum height from which someone can safely jump.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

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Topic:
Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

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Topic:
Building Functions (BF), Interpreting Functions (IF)

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Topic:
Building Functions (BF), Functions (F), Interpreting Functions (IF)

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Topic:
Building Functions (BF), Interpreting Functions (IF), Using Probability to Make Decisions (MD)

How much should Nintendo charge for the Wii U? Students use linear functions to explore demand for the Wii U console and Nintendo's per-unit profit from each sale. They use those functions to create a quadratic model for Nintendo's total profit and determine the profit-maximizing price for the console.

Topic:
Creating Equations (CED), Building Functions (BF), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

Which size pizza should you order? Students apply the area of a circle formula to write linear and quadratic formulas that measure how much of a pizza is actually pizza, and how much is crust.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

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Topic:
Building Functions (BF), Interpreting Functions (IF)

How should pharmaceutical companies decide what to develop? In this lesson, students use linear and quadratic functions to explore how much pharmaceutical companies expect to make from different drugs, and discuss ways to incentivize companies to develop medications that are more valuable to society.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

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Topic:
Building Functions (BF), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

Do social networks like Facebook make us more connected? Students create a quadratic function to model the number of possible connections as a network grows, and consider the consequences of relying on Facebook for news and information.

Topic:
Building Functions (BF), Creating Equations (CED)

Why are so many Americans dying from opiate overdoses? Students use exponential decay and rational functions to understand why addicted patients seek more and stronger opioids to alleviate their pain.

Topic:
Building Functions (BF), Linear, Quadratic, and Exponential Models (LE)

How have video game console speeds changed over time? Students write an exponential function based on the Atari 2600 and Moore's Law, and see whether the model was correct for subsequent video game consoles.

Topic:
Building Functions (BF), Linear, Quadratic, and Exponential Models (LE), Seeing Structure in Expressions (SSE)

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Topic:
Interpreting Functions (IF)

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Mathalicious lessons provide teachers with an opportunity to teach standards-based math through real-world topics that students care about.

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