Design+Page+-+Gp+1

Group 1 Design Page


 * **Level:** || Sec 3 Express ||
 * **Subject:** || Elementary Mathematics ||
 * **Topics:** || Trigonometry ||
 * **Overall aim:** ||
 * **Learning Outcomes:**
 * 1) Knowledge, understanding and application
 * use of trigonometric ratios of acute angles
 * to calculate unknown sides and angles in right-angled triangle
 * solve problems in 2 and 3 dimensions including those involving angles of elevation and depression and bearings
 * 1) Skills and processes
 * select and use appropriate ICT tools to measure, collect and process data to support an investigation in trigonometry
 * produce multimedia presentations using a variety of media elements to illustrate ideas to targeted audiences
 * 1) Ethics and attitudes
 * respect intellectual property
 * verify information sources ||
 * **Duration:** || 2 periods, 1 hour ||
 * **ICT tools:** || Google documents ||
 * **Activities (provide ideas and detail planning for one activity)** || **Resources** ||
 * 1 Introduction || __Making a clinometer__
 * 1) Students are divided into groups of 4.
 * 2) Play a video on how to make a clinometer. || Straws, protractors, plasticine, paper clips, threads, Youtube video ||
 * 2 Field work || __Find the height of trees using the clinometers__
 * 1) Find horizontal distance from foot of one building to a reference point.
 * 2) Use the clinometer to measure
 * the angle of elevation from eye level to the top of the building
 * the angle of depression from eye level to the foot of the building
 * 1) Record all readings. || Measuring tapes, clinometers ||
 * 3 Lab work || __ICT-based analysis__
 * 1) Enter your data into Google Spreadsheet. || Computers, Google Spreadsheet ||
 * 4 Presentation || __Sharing of results and findings__
 * 1) Data is entered into the same spreadsheet and a scatter diagram is plotted for comparison.
 * 2) Teacher will reveal the actual height of the building to the class.
 * 3) Class discussion will follow to iron out any discrepancies in the data values obtained by the various groups. ||   ||