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Tutorial and Journal

How to find the Angle Elevation

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Katherine Lafable
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43 views

Tutorial and Journal

How to find the Angle Elevation

Uploaded by

Katherine Lafable
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Name: Lafable, Katherine B.

Course&Section: BSMT 1- PILOT

Email: [email protected]

Select one problem that is in real-world scenario.

Directions: Show your detailed solution to your selected problems. Write your Selected
problems together with the solutions in a paper (avoid erasures) and Scan your answers and
solutions then upload it on Scribd or any public platform. Where in it is accessible by everyone.
After uploading it to scribd.com. Discuss your Answers and solution and film it then upload it on
Youtube, the link of your video

Tutorial should be pasted in the scanned documents.

After answering the selected problem. The following questions should be Answered.

1. What was your feeling upon answering the problem?


2. What do you think of the level of difficulty you encountered upon answering the
problem?
3. How did you arrive at your answers.
4. Enumerate the steps you follow upon answering your constructed problems.

Definitions of Trigonometric Functions of an Acute Angle

Problem: A ladder is leaning against a wall. The foot of the ladder is 4 meters away from the
wall, and the ladder reaches a height of 3 meters from the wall. What is the angle of elevation
(θ) from the ground to the top of the ladder?
Solution:

-The height of the ladder against the wall is the opposite side (3 meters).

-The distance from the wall to the foot of the ladder is the adjacent side (4 meters).

-The ladder itself is the hypotenuse.

To find the angle of elevation (θ), we can use the tangent function, which is defined as:

Tan(θ)=

To find θ, we take the arctangent:

θ
=tan-1

Using a calculator, we find:

θ=36.87 °

Youtube Link: https://youtu.be/DMmwQoMrmT4?si=SQyMJa6P1xhq8lcj

Reflection:

1. Upon completing this problem, I felt a sense of satisfaction and clarity.


2. I would rate this problem as moderate in difficulty. It required an understanding of basic
trigonometric functions and their applications, but it was straightforward due to clear
relationships in right triangles.
3. By Visualizing the problem as a right triangle, identifying which sides correspond to
opposite, adjacent, and hypotenuse, and applying trigonometric identities and using a
calculator for inverse functions.
4. When solving similar problems, I follow these steps:
Visualize: Draw a diagram to represent the scenario.
Identify: Label sides relative to the angle in question.
Choose Functions: Determine which trigonometric functions are applicable.
Calculate: Use formulas and a calculator as needed to find angles or side lengths.
Verify: Check calculations for accuracy and ensure they make sense in context.

JOURNAL IN IS1

I can't help but recognize the complex relationship I've had with mathematics since elementary
school as I take the time to think back on my path with it. If I'm being really honest,
mathematics has been my least favorite subject and has frequently felt like a mountain to
conquer. As I move through college, though, I've come to the realization that math will always
be a part of my academic life.

Despite my initial reluctance, I sincerely appreciate the knowledge I acquired in my final year of
high school. My present comprehension of spherical trigonometry and solid mensuration is
based on those lessons. Around this period, I started to appreciate the beauty of the usefulness
of trigonometric functions, which are now indispensable instruments in my mathematical
arsenal.

Trigonometric functions of acute angles and special angles are something I've studied. The
fundamental operations of trigonometry are sine, cosine, and tangent. They make it rather easy
for me to assess trigonometric expressions. I can safely give the precise numbers, for example,
1/2 and √2/2, when given an equation like sin(30°) or cos(45°).

The real-world uses of trigonometry are among its most intriguing features. For instance,
resolving issues with height and depression angles has been especially instructive. I am able to
use the tangent function efficiently when I am requested to calculate a building's height using
an angle of elevation from a specific distance. In a similar vein, knowing angles of depression
aids me in resolving practical issues requiring line-of-sight measurements.

I come across ideas like the trigonometric function of any angle and the importance of
quadrantal angles as I learn more about trigonometry. Another important idea is the reference
angle, which makes computations easier by enabling me to connect angles in various quadrants
to acute angles.
Additionally, I now value basic trigonometric identities. These identities act as quick cuts that
simplify difficult computations. I've been especially interested in the sum and difference
identities because they allow me to determine the sine and the cosine of sums or angles'
differences—a capability that has been extremely helpful in a variety of problem-solving
situations.

Cofunction identities, which show connections between trigonometric functions of


complementary angles, are something I've studied as I pursue my mathematical education.
Both the half-angle and double-angle identities are intriguing; they offer strong instruments for
equation solving and expression simplification.
Last but not least, power-reducing identities have made trigonometric computations more
difficult for me. I can express powers of sine and cosine in terms of first-degree functions thanks
to these identities, which is a necessary ability for complex problem-solving.

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