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NAME : NIK MOHD AIDILSHAHRIN BIN NIK MUKHTAR

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 CONTENT

BIL CONTENT PAGES

1 CONFESSION PAGE
2 QUESTION
3 PROFILE
4 CONTENT
5 ACKNOWLEDGEMENT
6 INTRODUCTION
7 TRIGONOMETRY
8 CONCLUSION
9 RECLECTION
10 BIBLIOGRAPHY
11 COLLABORATION FORM
12 APPENDICES
 ACKNOWLEDGEMENT

First of all, we would like to thank God that after all the hardship that we need to face
up; we manage to complete the assignment in the time given by the topic of trigonometry.
 We are really appreciated those who lend their hand, give fantastic idea and share
their fabulous opinion especially Madam Tg Noor Zima, our Mathematics’ lecturer that
always guide us in order to complete this assignment. She always makes sure all of us are
understand what the task craved.

Besides that, we also would like to thank our precious parents and families that
always are with us in hardship or happy time and always support and give advice to ensure
all of us are not give up although there are many obstacles.

Credits also for our beloved friends that let us share the information and help each
other to make sure all of us made assignment that follow the instructions. Not forgotten
each our group members that always give full commitment and cooperation.

So, we are really appreciating all the effort those who help us whether their name was
mentioned or not.

Thank you.
 History of Trigonometry Outline
Trigonometry is, of course, a branch of geometry, but it differs from the synthetic
geometry of Euclid and the ancient Greeks by being computational in nature. For instance,
Proposition I.4 of the Elements is the angle-side-angle congruence theorem which states
that a triangle is determined by any two angles and the side between them. That is, if you
want to know the remaining angle and the remaining two sides, all you have to do is lay out
the given side and the two angles at its ends, extend the other two sides until they meet,
and you've got the triangle. No numerical computations involved.

But the trigonometrical version is different. If you have the measurements of the two
angles and the length of the side between them, then the problem is to compute the
remaining angle (which is easy, just subtract the sum of the two angles from two right
angles) and the remaining two sides (which is difficult). The modern solution to the last
computation is by means of the law of cosines.

All trigonometrical computations require measurement of angles and computation of

some trigonometrical function. The modern trigonometrical functions are sine, cosine,
tangent, and their reciprocals, but in ancient Greek trigonometry, the chord, a more intuitive
function, was used.

Trigonometry, of course, depends on geometry. The law of cosines, for instance,

follows from a proposition of synthetic geometry, namely propositions II.12 and II.13 of the
Elements. And so, problems in trigonometry have required new developments in synthetic
geometry. An example is Ptolemy's theorem which gives rules for the chords of the sum
and difference of angles, which correspond to the sum and difference formulas for sines
and cosines.

The prime application of trigonometry in past cultures, not just ancient Greek, is to
astronomy. Computation of angles in the celestial sphere requires a different kind of
geometry and trigonometry than that in the plane. The geometry of the sphere was called
"spherics" and formed one part of the quadrivium of study. Various authors, including
Euclid, wrote books on spherics. The current name for the subject is "elliptic geometry."
Trigonometry apparently arose to solve problems posed in spherics rather than problems
posed in plane geometry. Thus, spherical trigonometry is as old as plane trigonometry.
 The Babylonians and angle measurement

The Babylonians, sometime before 300 B.C.E. were using degree measurement for angles.
The Babylonian numerals were based on the number 60, so it may be conjectured that they
took the unit measure to be what we call 60°, and then divided that into 60 degrees.
Perhaps 60° was taken as the unit because the chord of 60° equals the radius of the circle,
see below about chords. Degree measurement was later adopted by Hipparchus.

The Babylonians were the first to give coordinates for stars. They used the ecliptic as their
base circle in the celestial sphere, that is, the crystal sphere of stars. The sun travels the
ecliptic, the planets travel near the ecliptic, the constellations of the zodiac are arranged
around the ecliptic, and the North Star, Polaris, is 90° from the ecliptic. The celestial sphere
rotates around the axis through the north and south poles. The Babylonians measured the
longitude in degrees counter clockwise from the vernal point as seen from the north pole,
and they measured the latitude in degrees north or south from the ecliptic.

Hipparchus of Nicaea (ca. 180 - ca. 125 B.C.E.)

Hipparchus was primarily an astronomer, but the beginnings of trigonometry apparently

began with him. Certainly the Babylonians, Egyptians, and earlier Greeks knew much
astronomy before Hipparchus, and they also determined the positions of many stars on the
celestial sphere before him, but it is Hipparchus to whom the first table of chords is
attributed. It has been hypothesized that Apollonius and even Archimedes constructed
tables of chords before him, but there is no reference to any such earlier table.

Some of Hipparchus' advances in astronomy include the calculation of the mean lunar
month, estimates of the sized and distances of the sun and moon, variants on the
epicyclical and eccentric models of planetary motion, a catalogue of 850 stars (longitude
and latitude relative to the ecliptic), and the discovery of the precession of the equinoxes
and a measurement of that precession.

According to Theon, Hipparchus wrote a 12-book work on chords in a circle, since lost. That
would be the first known work of trigonometry. Since the work no longer exists, most
everything about it is speculation. But a few things are known from various mentions of it in
other sources including another of his own. It included some lengths of chords
corresponding to various arcs of circles, perhaps a table of chords. Besides these few
scraps of information, others can be inferred from knowledge that was taken as well-known
by his successors.

Chords as a basis of trigonometry

In a modern presentation of trigonometry, the sine and cosine of

an angle a are the y- and x-coordinates of a point on the unit
circle, the point being the intersection of the unit circle and one
side of the angle a; the other side of the angle is the positive x-
axis. The Greek, Indian, Arabic, and early Europeans used a
circle of some other convenient radius. For this description of
trigonometry, we'll leave the radius unspecified as r and it's
double, the diameter, we'll denote d.

The chord of an angle AOB where O is the center of a circle and A and B are two points on
the circle, is just the straight line AB. Chords are related to the modern sine and cosine by
the formulas

crd a = d sin (a/2) crd (180° - a) = d cos (a/2)

   
sin a = (1/d) crd 2a cos a = (1/d) crd (180° - 2a)

where a is an angle, d the diameter, and crd an abbreviation for chord.

Some properties of chords could not have escaped

Hipparchus' notice, especially in a 12-book work on the
subject. For instance, a supplementary-angle formula
would state that if AOB and BOC are supplementary
angles, then Thales' theorem states that triangle ABC is
right, so the Pythagorean theorem says the square on the
chord AB plus the square on the chord BC equals the
square on the diameter AC. Summarized using a modern
algebraic notation

crd2 AOB + crd2 BOC = d2

Where d is the diameter of the circle.

Hipparchus probably constructed his table of chords using a half-angle formula and the
supplementary angle formula. The half-angle formula in terms of chords is

crd2 (t/2) = r(2r - crd (180° - t)

where r is the radius of the circle and t is an angle. Starting with crd 60° = r, Hippocrates
could by means of this half-angle formula find the chords of 30°, 15°, and 7 1/2°. He could
complete a table of chords in 7 1/2° steps by using crd 90°, the half-angle formula, and the
supplementary angle formula.

What other relations among the chords of various angles that Hippocrates would have
known remains speculation.

Menelaus (ca. 100 C.E.)

The earliest work on spherical trigonometry was Menelaus' Spherica. It included what is
now called Menelaus' theorem which relates arcs of great circles on spheres. Of course,
Menelaus stated his result in terms of chords, but
in terms of modern sines, his theorem reads
sin sin sin
CE CF BD
 
 
= 
sin sin sin
EA FD BA
and
sin CA sin CD sin BF
 =   
sin EA sin FD sin BE

He proved this result by first proving the plane version, then "projecting" back to the sphere.
The plane version says
 CE CF BD
 =   
EA FD BA
and
CA CD BF
 =   
EA FD BE

Ptolemy (ca. 100 - 178 C.E.)

Claudius Ptolemy's famous mathematical work was the Mathematike Syntaxis

(Mathematical Collection) usually known as the Almagest. It is primarily a work on
astronomy which included mathematical theory relevant to astronomy. It included
trigonometric table, a table of chords for angles from 1/2° to 180° in increments of 1/2°, the
chords were rounded to two sexagesimal places, about five digits of accuracy. He also
included the geometry necessary to construct the table. He computed the chord of 72°, an
central angle of a pentagon, a constructable angle. Along with the chord of 60° (the radius
which Ptolemy took to be 60), that gives crd 12°, then crd 6°, crd 3°, crd 1 1/2°, and crd
3/4°. He used interpolation to find crd 1° and crd 1/2&deg.

Ptolemy's Theorem

Ptolemy proved the theorem that gives the sum and

difference formulas for chords.
 Theorem. For a cyclic quadrilateral (that is, a quadrilateral inscribed in a circle), the
product of the diagonals equals the sum of the products of the opposite sides.
AC BD = AB CD + AD BC
When AD is a diameter of the circle, then the theorem says
crd AOC crd BOD = crd AOB crd COD + d crd BOC.

where O is the center of the circle and d the diameter. If we take a to be angle AOB and b
to be angle AOC, then we have

crd b crd (180° - a) = crd a crd (180° - b) + d crd (b - a)

which gives the difference formula

crd b crd (180° - a) - crd a crd (180° - b)

crd (b - a) = 
d

With a different interpretation of a and b, the sum formula results:

crd b crd (180° - a) + crd a crd (180° - b)

crd (b + a) = 
d

These, of course, correspond to the sum and difference formulas for sines.

Armed with his theorem, Ptolemy could complete his table of chords from 1/2° to 180° in
incrementsof 1/2°.

Trigonometry

Computational trigonometry could only begin after the construction of a good trig table, and
so Ptolemy proceeded. Although he did not systematically give methods for solving right
triangles and oblique triangles, solutions to specific problems are found in the Almagest.
Those solutions that we would find using sines or cosines are equally easy to solve with a
table of chords, but those that we would solve with tangents would require dividing a chord
by the supplementary chord, making for a more difficult solution. A typical example of that
would be finding the height of a pole given the length of its shadow and the angle of
inclination of the shadow.
TASK 1: trigulating of triangles
Trigonometric ratios
 hypotenuse

Opposite

Adjacent

In a right triangle, the six trigonometric ratios; the sine ratio, the cosine ratio,

the tangent ratio, the cosecant ratio, the secant ratio and the cotangent ratio are defined
as follows: 

1 - The sine of angle A = sin (A) 

= side opposite angle A / hypotenuse = a / c 

= sine θ = a / c 

2 - The cosine of angle A = cos (A) 

= side adjacent to angle A / hypotenuse = b / c 

= cos θ = b / c 

3 - The tangent of angle A = tan (A) 

= side opposite angle A / side adjacent to angle A = a / b 

= tan θ = a / b 

4 - The secant of angle A = sec (A) 

= hypotenuse / side adjacent to angle A = c / b

= sec θ = c / b

5 - The cosecant of angle A = cosec (A) 

= hypotenuse / side opposite to angle A = c / a

= cosec θ  = c / a

6 - The cotangent of angle A = cot (A) 

= side adjacent to angle A / side opposite angle A = b / a

= cot = b / a

Triangle 1
 m CAB = 55 
A

c = 10.95 cm
c

b = 6.30 cm b
hypotenuse

Adjacent

B
C a
m ABC = 35 
m ACB = 90 a = 8.94 cm Opposite

Length of leg opposite angle A = a = 8.94 = 0.8164

Length of hypotenuse c 10.95

Length of leg adjacent to angle A = b = 6.30 = 0.5753

Length of hypotenuse a 10.95

Length of leg opposite angle A = a = 8.94 = 1.4190

Length of leg adjacent to angle A b 6.3

Triangle 2
 m CAB = 55 
A
c c = 3.73 cm

b = 2.14 cm b

B m ABC = 35
C a
m ACB = 90 a = 3.07 cm

Length of leg opposite angle A = a = 3.07 = 0.8230

Length of hypotenuse c 3.73

Length of leg adjacent to angle A = b = 2.14 = 0.5737

Length of hypotenuse c 3.73

Length of leg opposite angle A =a = 3.07 = 1.4346

Length of leg adjacent to angle A b 2.14

Triangle 3
 m CAB = 55
A

c = 6.32 cm
c
b = 3.63 cm b

m ACB = 90 C B
a m CBA = 35
a = 5.16 cm

Length of leg opposite angle A = a = 5.16 = 0.8164

Length of hypotenuse c 6.32

Length of leg adjacent to angle A = b = 3.63 = 0.5743

Length of hypotenuse c 6.32

Length of leg opposite angle A = a = 5.16 = 1.4215

Length of leg adjacent to angle A b 3.63

Ratio Table
 Sin A Cos A Tan A Sin B Cos B Tan B
m m
C
A

First ∆ 55⁰ 35⁰

Second 55⁰ 35⁰

∆

Third ∆ 55⁰ 35⁰

Average 550 0.8187 0.5745 1.4250 350 0.5745 0.8187 0.7018

∆

From the table,

sin 550 = cos 350

cos 550 = sin 350

tan 550 =

tan 350 =
Ways to calculate.

In this task, we are choosing several ways in order to measure the sides.

First, we choose GSP method to calculate the sides. We also choose manually by
calculating using computer.

Table below shows the differences between two different method that we are using.

By measuring sides By using calculator

Sin 550 0.8187 0.8192

Cos 550 0.5745 0.5736

Tan 550 1.4250 1.4281

Sin 350 0.5745 0.5736

Cos 350 0.8187 0.8192

Tan 350 0.7018 0.7002

Summary

The sum of angle in triangle is 180⁰, angle A (55⁰) + angle B (35⁰) + angle C (90⁰) =
180⁰.The angle C is equal to angle B plus angle A, angle C (90⁰) = angle B (35⁰) + angle A
(55⁰). We can find the length of side and angle by using pythagoras theorem, sine rule and
cosine rule. Based on the three triangle drawn which are different length of sides but same
angle, its give almost the same ratio for the sin θ, cos θ and tan θ. Sin A = cos B, cos B =

sin A, tan A = , tan B = . The ratio by measuring side is less accurate compare
by using calculator because there are some error when draw the triangle such as parallax
error when read the angle and decimal place is tenth that is less accurate.
TASK2:measuring heights
BUILDING

The height of a student is 172cm.

No. of trial Distance from the Angle of elevation

building,m formed by
inclinometer,ѳ

1 5 69

2 10 52

3 15 40

Questions~

1)What is the distance interval from the building?

2)What is the angle of elevation of the height of the building for each distance?

3)What is the height of the building?

Answers~ Note :
O = angle form at the
LABELLED DIAGRAM : inclinometer

Building
1) We fixed the distance interval by 5 meters.We measure the distance for 5m,10m and

15 m by using measuring tape.Hence,the distance interval from the building is 5m.

2) We can get the angle of elevation form at the inclinometer.From this experiment,we

get the angle 69° at the distance of 5m,52° at distance 10 m and 40° at the

distance of 15 m.

3) We can find the height of building by using the tan formula. We

measured the actual height of the building by using trigonometry calculations as

follow :

Tan o = opposite
adjacent

Then, the value of the opposite will be added with the height of the student which
hold the inclinometer.
~For the first trial at distance of 5 m:

Tan o = opposite
adjacent

Tan 69 = opposite
5

opposite= tan 59×5

= 13 m.

So,height of the building=The value of opposite + The height of the student

= 13m + 1.72m
= 14.72m

~For the second trial at distance of 10m:

Tan o = opposite
adjacent

Tan 52 = opposite
10

opposite= tan 52×10

= 12.8m

So,height of the building=The value of opposite + The height of the student

= 12.8m + 1.72m
= 14.52m

~For the third trial at distance of 10m:

Tan o = opposite
adjacent

Tan 40 = opposite
15

opposite= tan 40×15

= 12.6m

So,height of the building=The value of opposite + The height of the student

= 12.6m + 1.72m
= 14.32m

Distance from Angle of elevation Height of the

building,m formed by building,m
inclinometer,Ѳ

5 69 14.72

10 52 14.52

15 40 14.32

Average height = 14.52

Hence,the average height of the building is 14.52 m.

ELECTRIC POST

The height of a student is 172cm.

Electric post that we choose to measure
 No. of trial Distance from the Angle of elevation
electric post,m formed by
inclinometer,ѳ

1 5 50

2 10 32

3 15 23

Questions~
1)What is the distance interval from the electric post?
2)What is the angle of elevation of the height of the electric post for each distance?

3)What is the height of the electric post?

Ele
ctri
c
pos
t
 LABEL OF DIAGRAM

Answers~
1) The distance interval is fixed by 5 meters.The distance from the electric post for
 5m,10m and 15 m is measured by using measuring tape.Hence,the distance interval

from the building is 5m.

2) We can get the angle of elevation form at the inclinometer.From this experiment,we

get the angle 50° at the distance of 5m,32° at distance 10 m and 23° at the

distance of 15 m.

3) The height of building can be found by using the tan formula.The actual height of

the buildings measured by using trigonometry calculations as

follow :

Tan o = opposite
adjacent

Then, the value of the opposite will be added with the height of the student which
hold the inclinometer.

~For the first trial at distance of 5 m:

Tan o = opposite
 adjacent

Tan 50 = opposite
5

opposite= tan 50×5

= 5.96m.

So,height of the electric post=The value of opposite + The height of the student

= 5.96m + 1.72m
= 7.68m

~For the second trial at distance of 10m:

Tan o = opposite
adjacent

Tan 32 = opposite
10

opposite= tan 32×10

= 6.25m

So,height of the electric post=The value of opposite + The height of the student

= 6.25m + 1.72m
= 7.97m
~For the third trial at distance of 10m:

Tan o = opposite
adjacent

Tan 23 = opposite
15

opposite= tan 23×15

= 6.37m

So,height of the electric post=The value of opposite + The height of the student
 = 6.37m + 1.72m
= 8.09m

Distance from Angle of elevation Height of the

electric post,m formed by electric post,m
inclinometer,Ѳ

5 50 7.68

10 32 7.97

15 23 8.09

Average height = 7.91

Hence,the average height of the electric post is 7.91 m.

~The reading of inclinometer is not accurate because there is parallex error and

zero error when the measure is taken.Parallex error occurs when the position of eyes

is not parallel when taking the measurement.Zero error occurs when instrument used

is not pointed accuarately at zero.In our experiment,we plus 4 degree for each

measurements to overcome zero error.

Task 3-Inaccessible lengths
Angle of Elevation

Definition of Angle of Elevation

 
The word “elevation” means “rise” or “move up”.
Angle of elevation is the angle between the horizontal and the line of sight to an object
above the horizontal.

Example - Angle of Elevation

 
In the picture below, an observer is standing at the top of a building and looking straight
ahead at the birds (horizontal line). The observer must raise his eyes to see the airplane
(slanting line).
 
The angle formed between the two lines is called the angle of elevation.
 

Angle of Depression

Definition of Angle of Depression

 
The word “depression” means “fall” or “drop”.

Angle of depression is the angle between the horizontal and the line of sight to an object
beneath the horizontal.
Example - Angle of Depression
 
In the picture below, an observer is standing at the top of a building and looking straight
ahead at the birds (horizontal line). The observer must lower his eyes to see the car parked
(slanting line).
 
The angle formed between the two lines is called the angle of depression.

Angles of elevation and depression are formed by the horizontal lines that a person’s lines
of sight to an object
form. If a person is looking up, the angle is an elevation angle. If a person is looking
down, the angle is a depression angle

x = angle of elevation from ground to top of tree

 x = angle of depression from lighthouse to boa

Electric Building
post
14.52m
7.91m × 1
Angle form by the
θ inclinometer. ss
In this experiment, we measure the distance between the electric post and the building by
using measuring tape is 50m.

Based on our experiment in task 2 before, we get the height of the electric post is 7.91m
and the height of the building is 14.52m.

Hence,in order to find the opposite value between the height of electric post and the height
of the building,×,we need to minus the height of building with the height of electric post.

Calculation

Opposite value,× = The height of the building - The height of the electric post

= 14.52m - 7.91m

= 6.61m

We can find the angle of inclinometer formed by inclinometer by using tan formula:

Tan o = opposite
adjacent
Tan o = 6.61
50
O = 7.53°

There are three methods to find the distance between the top height of the building and the
top height of the electric post.

Method 1(Using phytogoras theorem)

b
hypotenuse

6.61m

θ
a c
50m
The formula of using phytogoras theorem is~

= (6.61)2 + (50)2

ab = 50.44 m

Method 2(Using sin rule)

The formula of sin rule is:

= =
 =

c= 50.44 m

Method 3(Using cos rule)

The formula of cos rule is:

c2 = b2 + c2 – 2ab cos C

= (50)2 + (6.61)2 – 2(50)(6.61)cos 90

c = 50.44 m

SUMMARY

Thus, the hypotenuse or the distance between top of the electric post and top of the
building is 50.44 m by using three different methods.
 The reading of inclinometer is not accurate because there is parallax error and zero
error when the measure is taken. Parallax error occurs when the position of eyes is not
parallel when taking the measurement. Zero error occurs when instrument used is not
pointed accurately at zero.

.
CONCLUSION
 Trigonometry is the branch of mathematics that deals with triangles, circles,
oscillations and waves; it is absolutely crucial to much of geometry and physics. You will
often hear it described as if it was all about triangles, but it is a lot more interesting than
that. For one thing, it works with all angles, not just triangles. For another, it describes the
behavior of waves and resonance, which are at the root of how matter works at
the most fundamental level. They are behind how sound and light move, and there are
reasons to suspect they are involved in our perception of beauty and other facets of how
our minds work - so trigonometry turns out to be fundamental to pretty much everything.
Any time you want to figure out anything to do with angles, or turning, or swinging, there's
trigonometry involved.
 REFLECTION

Assalamualaikum W.B.T.

I have a lot of experienced when doing this assignment. They were a few
experienced that I will remember. One of that is I had learn more about trigonometry. This
includes the concept of trigonometry and the uses of trigonometry in daily life. Before this I
only know about trigonometry based on my studies at form 5 without knowing how to apply
it in daily life. I also learn a few important formulae in trigonometry such as cosine rule, sine
rule and so on.

Other than that I also learn how to apply the concepts of triangle using the sine rule
and the cosine rule. The formulae for the sine rule is a/sin a=b/sin b.We had already
learned these formulae in form 5 but before this I only use these formulae to answer all my
questions for the SPM. I cannot use it in my daily life because I did not know how to use it.
After I do this coursework I know how to apply it.

The second formula is the cosine rule. The formulae is a² = b²+c²- 2ab cos A. In
our project, we have 4 tasks to complete. For me, the most exciting one is when my group
and I am doing task 2 that is measuring heights. We choose to find the heights of a building
and an electrical post. We need to explore to find the angle of elevation by using
inclinometer with the distance interval. From this we can find the true heights of building
and electrical post when added with a person’s height and I am really enjoying and have
fun with it. The strength that I have when doing this project is the co-operation with the
team members. As we all know without the good co-operation with the team members the
assignment that we do will probably become the worse assignment. So to prevent this from
happening we doing this assignment together to prevent a lot of misunderstanding from
happen. We also give our opinion on how to do this project as the best assignment we ever
have.

Prepared by:

…………………………………………………….

(NIK MOHD AIDILSHAHRIN NIK MUKHTAR)

910416-14-6437

REFLECTION

Assalamualaikum W.B.T

Thank God, finally we are completing doing this assignment although we got many
assignments to do in that time. First of all, I want to thank my Math’s lecturer, Madam Tg
Noor Zima binti Jaafar for all the information that she given in completing this assignment.
Without the information and guides from her, we don’t have the idea to do this assignment. I
also thank to my beloved group members, Nik Aidil, Mohamad Fariz and Madhihah for their
commitment in doing this assignment.

From this assignment, I had learned and gain many information about trigonometry.
For an example, I had known the history of Trigonometry, the leading figures of
Trigonometry. I also had learned that in a right triangle, there are six trigonometric ratios;
the sine ratio, the cosine ratio, the tangent ratio, the cosecant ratio, the secant ratio and
the cotangent ratio. The entire ratio I successfully understand when doing task 1.

In task 2, the experiment needs us to know how to measure the height of the
building. We also have to measure the angle of elevation or the angle of depression to
make sure we get the accurate height of the building. From this experiment, I learn that we
can measure the height of tall building by hypsometer and we can create it by ourselves.

I also learn many things in task 3, 4 and 5. Now, I really know how to measure the
height and distance between two buildings. I also more understand about the law of
trigonometry when I draw difference type of triangle and explore it by myself. In task 5, I
realize that, trigonometry not only use in mathematics but also in the real life situation like
city planner.

Other than that, this assignment also teaches me how to manage my time carefully
and also give commitment when doing group work. It also strengthens my relationship
between my friends and my lecturer.

Prepared by:

………………………………………….

(NOR ATIRAH BINTI MOHD RAPINGI)

910526-02-5644

REFLECTION

Assalamualaiakum w.b.t
 Prepared by:

……………………………………

(MADHIHAH BINTI NORDIN)

911001-14 -6368

REFLECTION

Assalamualaiakum w.b.t

First at all, thank God because I can finish my assignment with my group members,
Madihah, Aidil and Atirah on time. Besides that, I also want to thank very much to my
lecturer, Madam Tg Noor Zima Bt Jaffar because gives our members support and ways to
do this assignment. This assignment is quite interesting and challenging that is about the
trigonometry topic. I study and explore more detail with my group members in this chapter
to do this assignment.

On the task 1, we need to draw the triangle and calculate its ratio based on the
measuring sides and compare using the calculator. From this task, I can understand more
details about property of the triangle. Second task, we are going to measuring heights using
hypsometer. We must carry out the activity to get the height of building. We made the
hypsometer by ourselves and determine the angle which we are going to measure the
height of building. Task 3 also related to task 2 that are about inaccessible lengths. From
the task 4, I can understand more about law of sine and cosine when we draw different type
of triangle. We also need to explore about relationship between city planners on the
trigonometry concept.

From this assignment, I can find the knowledge by our own effort. When I do not
understand, I can ask my group members and solve the problem together. Before this, I
cannot imagine and think to measure the thing that is so long only using simple apparatus.
Now, I can use it to solve the problem with simple apparatus that I can made by my own. I
also want to thank to my group members that give hundred percent cooperation. Not forget
to my classmate that also help and give the opinion to my group when completing this
assignment successfully.

Prepared by:

……………………………………

(MOHAMAD FARIZ BIN ZAHARI)

9OO322-03-5833
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