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UNIT THREE TRIGONOMETRY 10 HOURS MATH 521A Revised March 20, 01 71 SCO: By the end of grade 11 students will be expected to: Elaborations - Instructional Strategies/Suggestions Right triangle trigonometry (8.6) Engage students in a discussion on solving right triangle trigonometry problems. Once this review has taken place some real world problems could be given to the student groups. Later they can brainstorm on situations in the real world where trigonometry could be used. Example: If the height of a gable roof is 2.1m and the rafters are 6.9m long, not including the overhang, at what angle of elevation are the rafters and what is the width of this part of the house? D17 use trig ratios(and calculators) to solve a variety of problems Sine and Cosine laws (8.6) Challenge students to try solving a problem where the diagram is an oblique triangle. (Ex. Math Power 11 p.497 #11 or #16) It may be worthwhile to show the derivations of Sine and Cosine Law. C51 derive and use the law of sines and cosines 72 Worthwhile Tasks for Instruction and/or Assessment Right triangle trigonometry Pencil/Paper Create a problem that uses “angle of depression” and requires a trigonometric solution. Communication Explain how to use a clinometer to determine the height of a tall structure. Suggested Resources Right triangle trigonometry Math Power 11 p.497 #1-9 odd Applications Math Power 11 p.498 #43, 44 Journal If someone tells you that the tan 500 = 1.1918, explain what that means in relation to the sides in a right triangle. Pencil/Paper Find the maximum height of the ball if its angle of elevation at the top of its flight path is 380 and it reaches this maximum height 25m away from where the angle of elevation is measured. Note to Teachers: % grade on a hill on a highway is another practical application of trigonometry Sine and Cosine laws Group Project/Presentation Create a real world problem where either Sine or Cosine Law must be used. Explain your problem to the class and present the solution after they have discussed methods for solving it. Journal What must be the known quantities in a triangle before Sine Law can be used? Cosine Law? Project Explain how to determine the height of spire on a building where the spire is not on the outside face of the building and sine and/or cosine law must be used to solve the problem. 73 Sine and Cosine laws Math Power 11 p.497 # 11-21,16, # 35-37,48,49 SCO: By the end of grade 11 students will be expected to: Elaborations - Instructional Strategies/Suggestions Sine and Cosine laws (cont’d) In ªABC construct an altitude from A to BC and label it “h”. C51 derive and use the law of sines and cosines In the sin C B15 derive, analyze and apply trigonometric procedures for calculations in oblique triangles two right triangles, find the sin B and Re-arranging and equating these two yields h = c sin B h = b sin C and c sin B = b sin C dividing both sides by bc gives this could easily be extended to Sine Law in words: For any triangle the ratio of the sine of an angle to its corresponding side is a constant. Cosine Law derivation ª In ACD b2 = h2 + x2 and ªABD c2 = h2 + (a ! x)2 = h2 + a2 !2ax + x2 = h2 + x2 + a2 !2ax Replace h2 + x2 with b2 2 2 = b + a !2ax Replace x with b cos C c2 = a2 + b2 !2ab cos C A simple way to think of Cosine Law is that it is basically the Pythagorean Theorem c2 = a2 + b2 with a correction factor !2ab cos C that takes into account the fact that you are not working with right triangles all the time. In 74 Worthwhile Tasks for Instruction and/or Assessment Sine and Cosine Law (cont’d) Pencil/Paper There is a path from the base of the centre mountain to the summit. If you have a clinometer, how can you determine the length of the path up the mountain without actually walking it. The width of the base of the mountain is 10 km. Hint to teachers: They must measure the angle of inclination and find it is 450. Journal When is it to your advantage to use sine law in each form: ratios of; side : sin of an angle or ratios of: sin of an angle : side. Pencil/Paper/Discussion At what angle must a carpenter make the top cut on the rafters for Green Gables if the rafters are 5.5m long to the bird’s mouth and the width of the hou se is 8.5 m. The 8.5 m width is the left wing of the house. Pencil/Paper Assume the sides of the Point Prim lighthouse will come to a point at the top of the lighthouse. Using a clinometer, we find that the sides rise at an angle of 82.50. If the base has a diameter of 7.4m, find the slant height of the lighthouse sides. Pencil/Paper A person sails on a bearing of 0600 for 6 km then turns to a bearing of 1100 and sails for 9 km. At the end of this second leg of the triangular course, how far must the person sail to get back to the starting point and on what bearing must she sail. Note to Teachers: Bearings are always with respect to due North and rotated counterclockwise from there. 75 Suggested Resources Sine and Cosine Law (cont’d) Math Power 11 p.497 #11,13,15,16, 19,21,35-37, 48,49 SCO: By the end of grade 11 students will be expected to: E30 apply the principle of mathematical induction C42 create and solve trigonometric equations Elaborations - Instructional Strategies/Suggestions Sine and Cosine Law (cont’d) Invite students to attempt the problems in the Suggested Resources column. Have the groups induce that sine law can be used when part of the given information is an angle and the side opposite that angle. Similarily, students should be able to induce that cosine law can be used when given: < 2 sides and the included angle (SAS) < all 3 sides (SSS) Ambiguous case of Sine Law (8.7) Invite students to do the Investigation on p.500-501 Ambiguity creeps into play when you are given: < one acute angle < the side opposite this angle and it is smaller than the second side that is given Example: Find the measures of angle B and angle A (note: the diagram may not be accurate). the so lutions are: pA = 99.70 pB = 50.30 pC = 300 pA = 20.30 pB = 129.70 pC = 300 The first quantity to be calculated is angle B. 50.30 and its supplement 129.70 are both acceptable. Next get the value of the third angle A. If there are not two sets of acceptable answers, then in the second column of answers above, pB + pC will be greater than 1800, leaving no degrees for pA. If you demonstrate this scenario by having the students do Math Power 11 p.497 #18 they will see this play out. Note to Teachers: For a sine law problem(SSA), if the side opposite the given angle is less than the other side given, then there will be 2 possible solutions or no solutions(sin p A > 1 thus not possible). 76 Worthwhile Tasks for Instruction and/or Assessment Ambiguous case of Sine Law Group Activity Create a problem where there are two possible sets of answers. Give the problem to the class as an exercise then have a discussion on the solutions the groups arrive at. Journal Just by looking at the given information, explain how you can determine if it an ambiguous case (2 solutions or no solutions) Suggested Resources Ambiguous case of Sine Law Math Power 11 p.510 #8,10,12,17, 20,22,28,29 Applications Math Power 11 p.511 #31 Pencil/Paper A person on shore spots a freighter on a bearing of 0200. He estimates that the ship is 12 km away. A second person is due East of the first person and she estimates that the ship is 7 km away. How far apart are the two people? Note to Teachers: the side opposite the given angle is 7 and is less than the other given side, thus this can have 0 or 2 solutions. In this example adjust a compass to radius 7, set it at point B and we see that it will intersect the base at 2 points so there are two possible triangles (solutions) ªABD and ªABC that we must use to find the solutions. Pencil/Paper In ªABC pC = 400, c = 4 and b = 10. Find the measure of pB. Note to Teachers: If you tried to construct this triangle you would find that the arc drawn from B with radius 4 would not intersect the base. This problem has no solutions. Algebraically you would get sin B > 1 which again yields no solutions. 77 Problem Solving Strategies Math Power 11 p.519 #1,4,5,8