Students are provided with data on the daylight hours for two Canadian cities measured three times per month in 2007. The student's task is to create graphical and algebraic models of the data and to interpret the meaning of each of the parameters in the algebraic models. The student will also determine how the models for the two cities differ and justify the reasons.

Teachers need to familiarize themselves with the activity prior to using it in class. A sample solution is provided. Students need prior knowledge on graphing trigonometric functions and the transformations of trigonometric functions.

Students work in pairs on the activity using the activity BLMs.

The teacher document indicates two possible extensions to this activity. The attached spreadsheet contains additional data for the extension activities.