Subject: Year 10 Mathematics

Class:
Nature of Task: Assignment - How Tall Is It?
Due Date: Friday 3 September Term 3 Week 7

Outcomes Assessed:
MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts
MA5.1-2WM selects and uses appropriate strategies to solve problems
MA5.1-3WM provides reasoning to support conclusions that are appropriate to the context
MA5.1-10MG applies trigonometry, given diagrams to solve problems, including problems involving
angles of elevation and depression
MA5.2-1WM selects appropriate notations and conventions to communicate mathematical ideas
and solutions
MA5.2-2WM interprets mathematical or real-life situations, systematically applying appropriate
strategies to solve problems
MA5.2-3WM constructs arguments to prove and justify results
MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
MA5.3-1WM uses and interprets formal definitions and generalisations when explaining solutions
and/or conjectures
MA5.3-2WM generalises mathematical ideas and techniques to analyse and solve problems
efficiently
MA5.3-3WM uses deductive reasoning in presenting arguments and formal proofs
MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule
and the area rule to solve problems including problems involving three dimensions

Area of study / context for the task:

In Mathematics we have been studying Trigonometry. This task will give students the opportunity to
apply their knowledge and skills in a practical and theoretical context.

Section 1 Practical Task

Activity 1
Make your own Trig-o-no-Meter or what is usually called a clinometer.
Watch the following youtube video to make your own Trig-o-no-Meter (clinometer).
https://www.youtube.com/watch?v=FVqNEBWH4B0

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In this activity, you will create a set of instructions on “How to make a clinometer”. You can either
video yourself making one explaining the process or writing a set of instructions or using a
powerpoint. (Choose your own adventure. Reminder about plagiarism. )

Marking Criteria

Criteria

A Working Trig-ono-Meter
An extensive and detailed set of instructions on “How to Make a Clinometer” creatively.

B Working Trig-ono-Meter
A thorough and detailed set of instructions on “How to Make a Clinometer”

C Working Trig-ono-Meter
A sound set of instructions on “How to Make a Clinometer”

D Non-functioning Trig-ono-Meter
A basic set of instructions on “How to Make a Clinometer”

E No Trig-ono-Meter built
A limited set of instructions on “How to Make a Clinometer”

Activity 2
Other equipment: Tape Measure, Homemade Trig-o-no-Meter (clinometer)
Objective: To find the heights of inaccessible objects by using a Trig-o-no-Meter (clinometer) and
tape measure.
As part of this activity, you must video yourself doing this activity to demonstrate “How to use Trig-
o-no-Meter (clinometer)” to calculate the heights of inaccessible objects.

Instructions:
1) Find a tree, flagpole, building or another tall object of your choice.
2) Take a photo of your chosen object.
3) Find a position that is on the same horizontal level as the base of your object, and from which
you can clearly see the top of the object.
4) Measure the angle of elevation of the top of your object.
5) Measure the horizontal distance from your position to the base of the object.
6) Calculate the height of the object using the appropriate trigonometric ratio.
7) You have calculated the height from the position where you took the clinometer reading,
which is your eye level. Add on the distance from the ground up to your eye level.

Marking Criteria

Criteria

A An extensive and detailed set of instructions on “How to use Trig-o-no-Meter

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 (clinometer)”.
The student completes all measurements required for the calculations accurately.
The student completes extensive calculations of all required heights using accurate right
triangle trigonometry ratios labelled accurately in the photo.

B A thorough and detailed set of instructions on “How to use Trig-o-no-Meter (clinometer)”.

The student completes all measurements required for the calculations accurately.
The student completes extensive calculations of all required heights using accurate right
triangle trigonometry ratios labelled accurately in the photo.

C A sound set of instructions on “How to use Trig-o-no-Meter (clinometer)”.

The student completes some measurements required for the calculations accurately.
The student completes sound calculations of all required heights using accurate right
triangle trigonometry ratios labelled correctly in the photo.

D A basic set of instructions on “How to use Trig-o-no-Meter (clinometer)”.

The student completes some measurements required for the calculations.
The student completes basic calculations of all required heights using accurate right
triangle trigonometry ratios labelled correctly in the photo.

E A limited set of instructions on “How to use Trig-o-no-Meter (clinometer)”.

The student did not complete any measurements required for the calculations..
The student completes limited or no calculations of all required heights using accurate
right triangle trigonometry ratios. No photo included.

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Section 2 Students are required to answer the following questions
Question 1
Consider . Explain as much as you can from this information. What can this tell you about
the triangle?

Question 2
Two of the side lengths of a right-angled triangle are 9 and 15. What could the reference angle be?
Explain your answer.

Question 3
The following answers were given by a student on a trigonometry test.

a) Explain the mistake the student has made in each question.

b) Show the correct calculations and answers.

Question 4
Sarah is standing 100 metres due south of a tower. Dougal is standing 140m due west of the same
tower. Find the bearing of:
a) Dougal from Sarah
b) Sarah from Dougal

Question 5
From her vantage point on a cliff, Maria sights two swimmers in a direct line in front of her at angles
of depression of and . If Maria is 50m above the water level, find the distance between
the two swimmers.

Question 6
A person was quoted in the local paper as saying ‘the things you learn at school are just not relevant
when you leave school’. My Maths teacher was just horrified and asked the following questions:
a) Write down all that you know about trigonometric ratios.
b) Why would people need these ratios in life outside school?

Marking Criteria

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 Criteria

A Question 1
Explains the tangent ratio in relation to the angle showing an extensive
understanding.

Question 2
Draws and labels the sides of three possible right-angled triangles, recognising
that the hypotenuse must be the longer of the two sides when using the sine and
cosine ratios.
Demonstrates understanding of the use of the sine, cosine and tangent ratios.
Explains the reasoning of the positioning of the sides.

Question 3
Identifies and explains the mistakes and provides correct alternatives.
Uses trigonometry to find unknown sides of right-angled triangles solving both for
the hypotenuse and another side.

Question 4
Calculates an appropriate angle and uses this to determine the required bearings.

Question 5
Calculates each distance and then uses them to answer the question.

Question 6
Explains the three ratios and the relationships between angles and sides.
Gives examples of how to calculate a side and an angle.
Acknowledges the relationship between similarity and the trigonometric ratios.
Explains the usefulness of trigonometry in a variety of contexts.

B Question 1
Demonstrates understanding of the tangent ratio.

Question 2
Draws and labels the sides of two possible right-angled triangles, recognising that
the hypotenuse must be the longer of the two sides when using the sine and
cosine ratios.
Demonstrates understanding of the use of the sine and cosine ratios.

Question 3
Identifies the mistakes and provides correct alternatives.
Uses trigonometry to find unknown sides of right-angled triangles solving both for
the hypotenuse and another side.

Question 4
Calculates an appropriate angle and uses this to determine the required bearings.

Question 5
Calculates each distance and then uses them to answer the question.

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 Question 6
Explains the three trigonometric ratios using the diagram.
Recognises the relationship between the sum of angles of triangles and the
similarity of triangles.
Identifies the use of trigonometry in various relevant contexts but does not expand
on the usages.

C Question 1
Makes general statements about the information contained in the triangle.
Calculates the complementary angle in the triangle and labels the diagram with
the information.

Question 2
Draws and labels the sides of a variety of right-angled triangles but does not
recognise that the hypotenuse must be longer than the other two sides.
Demonstrates understanding of the use of the tangent ratio.

Question 3
Identifies the mistakes and provides correct alternatives.
Uses trigonometry to find unknown sides of right-angled triangles solving both for
the hypotenuse and another side.

Question 4
Draws a diagram showing information.
Calculates an appropriate angle but does not use this to determine the required
bearings.

Question 5
Calculates each distance but does not find the distance between the two
swimmers.

Question 6
Recognises the three ratios
Explains limited use of trigonometry in real contexts

D Completed only some of the questions, showing limited understanding.

E Did not complete any of the questions.

Section 3 Student Reflection

Please complete this in this google form.