Subject : Mathematics

Level : Form 4

Applications in Trigonometry

Contents

1. Introduction.2
2. Teaching Plan.......3
(a) Section 1 ..3
(b) Section 2 .11
(c) section 3

..17

3. Comments...25
4. Reference25

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Applications in Trigonometry

Introduction:
Level : F4 General Mathematics
Text book : Exploring Mathematics (OXFORD/CANOTTA MATHS)
Topic : Applications in Trigonometry
Total Number of Lessons: 7
Program contents:
1. Applications to Problems in Two Dimensions.
2. Angle in 3-D Figures
3. Application of 3-D Figures.
Creativity and Specialty:
1. Use some interesting animations to establish suitable situations to present the
variation between 2-D and 3-D figures concretely and availably.
2. The main purpose of this lesson is to let the students understand more about the
angle between 3-D figures. Through some activities, students do experiments
personally in order to experience how to establish and make good use of the
knowledge.

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Applications in Trigonometry

Section 1
Section 1 : Applications to Problems in Two Dimensions :
No of periods : 2
Time of each period40 minutes
Program Objective :Apply the knowledge of trigonometry to solve the daily life
problems in two dimensions.
Outline of teaching design:
Part 1
Review the meanings of angle of elevation, angle of depression and bearings
which are learnt in lower forms.
Point out to students that a daily life problem happening in the same plane may
involve several geometrical elements.
Teach students to solve problems involving angle of elevation or angle of
depression by trigonometry.
Part 2
Teach students to solve problems involving bearings by trigonometry.
Introduction:
Part 1:
The meanings of angle of elevation, angle of depression, bearings are the base
knowledge for students to solve 3D problems. So it is important for students to
revise these concept and thoroughly understand them. In this lesson, the meaning
of angle of elevation, angle of depression, bearings is visualized by playing video
and working with computer. Students are also required to do activity by GSP
animation and discuss the concept.
Part 2
Since they have learnt this concept of bearing before, teacher just reviews the
concept of reduced bearing and whole circle bearing by using GSP animation. After
that, he asks them to draw the figure according to the question and solve the question
by themselves.

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Applications in Trigonometry

Procedure:
A: Motivation
1. Open the files section1.1andsection1.2
Playing the videos related to the weapons.
( The purpose of this part is to make the student understand the relationship between
the learning knowledge and the reality)
2. Teacher:
Question : What is the difference between two videos ?
Explanation: In the first video, the target is shot from the ground to the sky. In the
second video, the target is shot from the sky to the ground.
Question : In order to shoot the target accurately, what should be adjusted?
Explanation: Angle.
BIntroduce the lesson
3. Teacher:
How can these angle be measured? Thats what we are going to learn in this lesson.
4. Open file:section1.3

5. Students are asked to do GSP animation

a) Click the [Button 1] or [Button 2]to adjust the position of the helicopter or the
warship.
b) Click the [Button up and down] to adjust the barrel and click the [Button shoot] to
shoot the target.

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Applications in Trigonometry

C: Explanation
6. Teacher:
Question: How to shoot the target? What can you observe?
Discuss with students.
a) Click the button [Explanation]
b) Explanation: When you want to shoot the target, you have to adjust the angle of
the barrel. Draw a horizontal line passing through the eyes of the soldier in the
tank, the line of sight is drawn from the target to the eyes of the soldier. Then, two
lines will make an angle. If the angle is above the horizontal line, the angle is
called angle of elevation. If the angle is below the horizontal line, the angle is
called angle of depression.
7. Conclusion:
Angle of depression or angle of elevation is the angle between the line of sight and the
horizontal line
D: Example:
Example 1:
AB and CD are two buildings of heights 45 m and 30 m respectively. The angle of
elevation of A from D is 30. Find the angle of elevation of A from C.
Solution: Draw CC AB.
AB
DB
45
DB =
m
tan30

tan30 =

tanACC =

AC
CC

QCC = DB and AC = AB CD = 15 m
tanACC =

15
45
tan 30

ACC = 10.9, cor. to 1 d.p.

The required angle is ABC.

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E: Class practice
1. AB and CD are two buildings. E and F are two points on AB. The angles of
depression of E and F from the top of building CD are 30 and 45
respectively. It is given that BE = 27 m and BF = 15 m.
(a) Find EF and EC.
(b) How far are the two buildings apart?
(c) Find the height of CD.
( Give the answers correct to 2 decimal places if necessary. )
(a)

EF = (2715) m = 12 m

CEF = 45 30 = 15
EFC = 45
In EFC, by the sine formula,
EF
EC
=
sin 15 sin 45
EF sin 45
EC =
sin 15
12 sin 45
=
m
sin 15
= 32.78 m, cor. to 2 d.p.
(b)

In CEE,
CEE = 30
EE
EC

EE = EC cos 30

cos 30 =

= (32.7846 cos 30) m = 28.39 m, cor. to 2 d.p.

The two buildings are 28.39 m apart.
(c)

In CEE,

CE
EC
CE = EC sin 30
= (32.7846 sin 30) m
= 16.3923 m
DE = EB = 27 m

sin 30 =

CD = CE +D E
= (16.3923 + 27) m
= 43.39 m, cor. to 2 d.p.

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Applications in Trigonometry

Part 2:
Procedure:
1. Open file:section1.4

2. Show the GSP animation:

3. Ask student to click the buttons to show the change of the angles

4. Teacher :
Question: What is Reduced Bearing?
(By the observation, that can remind the students knowledge about bearing)
Explanation:
For the reduced bearing, the direction of an object is measured either from the
north or from the south(but not from the east or from the west)
Question: What is whole circle Bearing?
Explanation: An object is measured clockwise from the north. It is usually
expressed in three digits in the form x , where 0 x < 360
Class practice:

1. If the whole circle bearing of C from D is 225,

find the reduced bearing of C from D.
Solution: With the notation in the figure,
a = 225 180 = 45
The reduced bearing of C from D is S45W.

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Applications in Trigonometry

2.

If the whole circle bearing of A from B is 075, find the whole circle
bearing of B from A.
Solution: With the notation in the figure,
a = 75
b = 180 + 75 = 225
The whole circle bearing of B from A is 255.

3. John walks from town A at a speed of 2 km/h in the direction N45E. Mary walks
from town B at a speed of 2.5 km/h in the direction NW. The distance between
towns A and B is 9 km. After walking for 4 hours, they meet at town R.
Find
(a) the distances RA and RB,
(b) the value of correct to 3 significant figures.
Solution:
(a)

RA = (2 4) km
= 8 km
RB = (2.5 4) km
= 10 km

(b) With the notation in the figure,

ARB = + 45
By the cosine formula,
cosARB =

RA 2 + RB 2 AB 2
2( RA)( RB)

8 2 + 10 2 9 2
2(8)(10)
+ 45 = 58.751 5
= 13.8, cor. to 3 sig. fig.

cos ( + 45) =

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Applications in Trigonometry

Summary:
1. Angle of elevation and depression
In surveying, the angle of elevation is the angle from the horizontal looking up to
some object:
The angle of depression is the angle from the horizontal looking down to some
object:

2. Reduced bearing and whole circle bearing

Homework: p.111 Ex 10 A , 4,9,12,15,17

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Applications in Trigonometry

Worksheet: Section 1
Part 1:1. AB and CD are two buildings. E and F are two points on AB. The
angles of depression of E and F from the top of building CD are 30 and 45
respectively. It is given that BE = 27 m and BF = 15 m.
(a) Find EF and EC.
(b) How far are the two buildings apart?
(c) Find the height of CD.
( Give the answers correct to 2 decimal places if necessary. )

Part 2:
2. If the whole circle bearing of C from D is 225,
find the reduced bearing of C from D.

2.

If the whole circle bearing of A from B is 075, find the whole circle
bearing of B from A.

3. John walks from town A at a speed of 2 km/h in the direction N45E. Mary walks
from town B at a speed of 2.5 km/h in the direction NW. The distance between
towns A and B is 9 km. After walking for 4 hours, they meet at town R.
Find
(a) the distances RA and RB,
(b) the value of correct to 3 significant figures.

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Applications in Trigonometry

Section 2
Section 2: Angles in 3-D Figures
No of periods : 2
Time of each period40 minutes
Program Objective :
1. Recognize different angles in 3-D figures, and solve problems about 3-D figures
by trigonometry.
2. Apply the knowledge of trigonometry to solve the daily life problems in two

dimensions.
Outline of teaching design:
1. Through class exploration, help students recognize angle between two lines, angle
between a line and a plane and angle between two planes in different 3-D figures.

2. Help students recognize different angles in 3-D figures through solving

geometrical problems involving different 3-D figures.
Introduction :
1. To introduce the relationship between the contents in this section and the reality
by showing some pictures related to the angles between planes and line through
class discussion.
2. The students are required to do experiments related to the contents in this section.

Through these experiments, the students can explore and establish the concepts of
the angle between two planes and the angle between a line and a plane.
3. The concept can be thoroughly understood by the explanation with the animation
of Powerpoint.
Procedure:
Before the lesson:
1. One day before the lesson, the students are required to look for some photos
related to planes and lines through internet and they are asked to send these photos
to the teacher by e-mail.
2. After getting the photos, they are arranged by the teacher.

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During the lesson:

Motivation:Introduce the topic of the lesson and motive the students:

1. The photos related to the planes and lines are shown by projector.

Open file : Section2.1

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Applications in Trigonometry

2. Teacher: Question: Can you find the angle between two planes or a line and a
plane of the objects in the photos ?
3. Teacher discuss with students.
4. Explanation : In our daily life, it is easy for us to observe planes and lines even
from the large building to some smaller components. So in this section, we are
going to learn how to measure the angle between two planes and the angle
between a line and a plane.
Experiment:
1. Instruction to students:
This experiment is done by groups of five. All students are required to finish the
jobs. Then the teacher will ask student questions. A group leader is to be chosen to
answer the questions after discussing with the members in each group.
2. Experiment: Task 1 & Task 2
Task 1 :

(Objective: Understand the angle between two planes)

line 1

Ste kj

Steps: Students follow the steps to finish the task

line 2

a)
b)
c)
d)
e)
f)

A piece of paper is given to each group.

Draw a straight on the paper.
Fold the paper along this line.
Mark plane A in the upper part and plane B in the lower part.
Mark a point on any position of the line you draw before.
Draw two lines perpendicular to that line on plane A and plane B from
this point.
g) Let the line on plane A be Line 1 and plane B be Line 2 and label them.
Explanation : Open file: Section 2.2. The animation of powerpoint is shown.
The angle between line 1 and line 2 is the angle between plane A and plane B.

A
B

Class practice: (Students are required to draw in the worksheet)

Draw the angle between two planes in the figure.
Job 2Exploring idea

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Applications in Trigonometry

Objective: Understand the angle between a line and a plane.

StepsStudents follow the steps to finish the task

1. Each group is given a module. This module is made from a bamboo stick and
polystyrene foam as shown in the figure.
2.
They are asked to find the angle between the line(bamboo stick) and the
plane(polystyrene foam) by using a ruler and a pen and let them discuss for
about 5 minutes.
3.
The teacher asks the group leaders to express their ideas and discuss with
them.
4.
Finally, the teacher give the explanation by the animation of powerpoint as
shown in the following figures:
Open file:Section 2.3
B

5.

Class practice: (In the worksheet)

Draw the angle between a line and a plane in the figure.

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Applications in Trigonometry

Example 1.
The figure shows a cuboid ABCDEFGH. Find
(a) the line of intersection between the planes ADEF and AGHD,

(b) the angle between the planes ADEF and AGHD.

(c) the angle between the line AH and the plane BCHG.
(a) AD
(b) FAG or EDH
(c) AHB
Example 2.
Given a cube ABCDEFGH with sides 4 cm.
(a) Find the length of BH in surd form.
(b) Find the angle between the planes BHF and EFGH.
Solution: (a)

(Give the answer correct to the nearest 0.1.)

In BGH,

BH 2 = BG 2+GH 2
BH = 4 2 + 4 2 cm
= 4 2 cm
(b)Let M be the mid-point of FH.
Join BM and GM.The required angle is GMB.
1
GE
2
1
= (4 2 ) cm
2
= 2 2 cm

GM =

Q GE = BH = 4 2

In GMB,

tanGMB =
=

BG
GM
4
2 2

GMB = 54.7, cor. to the nearest 0.1

The required angle is 54.7.

Summary:
1.

Angle between two planes.

2. Angle between a line and a plane.
Homework : P.123 Ex 10B 6,9,12,15

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Applications in Trigonometry

Worksheet Section 2
1. Draw the angle between two planes in the figure.

2. Draw the angle between a line and a plane in the figure.

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Section 3
Section 3 : Application of 3-D Figures
No of periods: 3
Time of each period: 40 minutes
Program Objective :
To know how to solve different kinds of problems including :
A. General Application Problems
B. Practical Problems Involving the Line of Greatest Slope

C. Application Problems Involving Bearings

Outline of teaching design:
1. Apply the knowledge of trigonometry to solve the daily life problems involving

3-D figures.
2. Understand the meaning of inclination and the line of greatest slope and solve the
problems about the line of greatest slope by trigonometry.
3. Apply the knowledge of trigonometry to solve the daily life problems involving bearings.

Introduction:
The main purpose of this section is to solve different kinds of 3-D problems.

Interesting animation is created by computer in order to motive the students and

establish a real situation for them to think of the 3-D problems. Students are required
to do some practices in order to understand the concept clearly.

A. General Application Problems

Procedure:
1. Through some photos of 3-D figures. Point to students that problems involving

3-D figures can be found everywhere in daily life. Let them answer questions
about the photos?
Open file: Section 3.1
Question : How to measure the height of the building ?

Photo 1

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Applications in Trigonometry

Question: How long is the cable wire used in this bridge and how to measure the
angle between each wire and the floor of the bridge?

Photo 2
Question : Can you measure the height of one of the cable cars in the Ferris Wheel
when it is moving?

Photo 3
2. Teacher introduces the famous building in the world : the world of London's
21st century landmark

The British Airways London Eye is the world's tallest observation wheel at
135m high. Located on the banks of the River Thames it offers unrivalled views
over London. In fact, in its short life, it has become the most popular paid for
UK visitor attraction, visited by over 3.5 million people a year (an average of
10,000 a day). A breathtaking feat of design and engineering, passengers in the
London Eye's capsules can see up to 40 kilometres in all directions, in complete
comfort and safety.
3. Through examples, illustrate to the students the method and technique in solving
problems involving 3-D figures.

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Applications in Trigonometry

Example 1 :
In the figure, PQ represents the height of the carriage of the magnificent London
Eye standing beside the river Thames. A and B are two ships 144m apart and A,
B and Q are all at sea level. When the carriage reaches its highest point, the
angles of elevation of the top P of the carriage from ship A and ship B are 45
and 60 respectively, and AQB =80 . Find the height of the carriage at its
highest point correct to 3 significant figures?
Open the file:Section3.2, Click Button 1 to let the carriage move so that students
will fully understand the question.

Click Button 2 to show the required lines for solving the problems.

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Applications in Trigonometry

Solution:
Let the length of PQ be h m.
Consider PBQ, tan 60 =
BQ =

P
PQ
BQ

hm

h
m
tan 60

Consider PAQ
tan 45 =

60

PQ
AQ
hm

h
m=hm
AQ =
tan 45

45

Consider QAB. By the cosine formula,

AQ + BQ 2[( AQ )(BQ )cos(AQB )]

2

AB =

h
h
= h2 +
2(h )
cos 80
tan 60
tan 60

i.e. h =

AB

1
2 cos 80
1+

2
tan 60 tan 60

hm

80

= 135, cor. To 3 sig. fig.

tan 60

B
144 m

Ans: The height of the carriage is 135 m at its highest point.

Homework: P.133 Ex 10C No: 6,10,11,14

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Applications in Trigonometry

B. Practical Problems Involving the Line of Greatest Slope

Objective:
1. Introduce to the students the definitions of inclination and the line of greatest slope.

2. Help students to recognize the lines of greatest slope by using diagrams.

Procedure :
Teacher: Teach students to draw angle of inclination by following the steps below:
1. In the worksheet, Draw some lines on the plane A.
2. Draw the angle between the lines and the plane B.
3. Each angle is called an angle of inclination.
4. Question: Which line has its greatest slope?
5. Let the students discuss and express their ideas and discuss with them
6. Explanation: When the line is drawn on the plane A and perpendicular to the line

of Intersection of two planes. The angle between this line and plane B will be the
largest compared with the angle between the other lines on the same plane. So
the red line is called the line of greatest slope.
(Remind: Plane A is a horizontal plane)
Strengthen students' understanding of the line of greatest
slope through examples.
Example: The figure shows a triangular prism where ABCD, CDEF and ABFE are
rectangles.
CDEF is perpendicular to ABCD.
(a) Name the line(s) on the plane ABFE with the greatest slope.
(b) If FC = 10 cm and AC = 40 cm, find the angle between the line AF the plane
ABCD.
Solution .
(a) AE and BF
(b) The required angle is FAC.
In FAC,
FC
AC
10
=
40

tanFAC =

FAC = 14.0, cor. to 3 sig. fig.

Summary: The line of greatest slope.
Homework: P.133 Ex10C No: 4,5,12,16

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C. Application Problems Involving Bearings

Objective: To express the position of one object relative to the other if the two
objects do not lie in the same horizontal plane.
Procedure:
1. Question: What is the reduced bearing of B from A and of C from A in the
following figures? (A and B / A and C are not in the same horizontal plane.)
2. The students are required to think of the way to draw bearing of B from A.
(i.e. Both points do not lie in the same horizontal plane.)
B

N
W

3. The students draw the reduced bearing of two points according to the
instructions by the teacher. The method is shown in the following figures.
B

N
B'

A
S

C'

4. Teacher ask students if they can conclude the way to find the bearing of one
point from the other which are not in the same plane.
5. Explanation: A is the point on the plane and B is not the point on the same
plane. Now, draw a line perpendicular to the plane and passing through the
point B. So that the point B is marked on the plane which is called
projection of point B. Join AB, the bearing of B from A is defined to be the
bearing of its projection B from A, which is N E.

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Applications in Trigonometry

Examples

Objective: Consolidate students the application of trigonometry on bearings with

examples. Through this, let students master the method and technique of solving
these types of problems.
1. In the figure, A is due north of B. A, B and C are points on the same horizontal
ground. D is a point vertically above C. Name the angle representing the bearing of D
from B.

The required angle is ABC.

2. In the figure, the bearing of A from O is 105 and that of B from O is
PO is a vertical pole standing on the horizontal ground OAB. Find

225.

(a) BOA,
(b) the bearing of P from B.

(a)

BOA = 225 105

= 120

(b) With the notation in the figure,

= 225 180 = 45
The bearing of P from B is 045.

Summary: Bearings of two points which are not in the same horizontal plane.
Homework: P.133 Ex10C No: 7,13,15

Worksheet Section 3
7. Draw some lines on the plane A.

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Applications in Trigonometry

8. Draw the angle between the lines and the plane B.

9. Which line has its greatest slope?

4. What is the reduced bearing of B from A and of C from A in the following figures?
(A and B / A and C are not in the same horizontal plane.)

N
C

E
N

S
W

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Applications in Trigonometry

Comments
1. Through the interesting animation, the students increase their learning motivation
and understand how to solve the 3-D problems easily and effectively.
2. Through the experiments, the students can explore the problem together in order
to learn how to cooperate with other persons and build up the ability of solving
problems.

Reference
K.S.Leung, W.M.Chu & M.L.Luk.2004.Exploring Mathematics4B. Oxford
University PressChinaLtd, Hong Kong.

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