Universidad Politécnica de Yucatán

Computational Robotics

Research
Trigonometry and analytical
geometry
Unit IV

Quarter: 1 Group: C
Subject: Mathematical Fundamentals
Teacher: Karen Beatriz Gómez Hernandéz
Team 3:
 Cervantes Arcique Patricio Rafael
 Canche Canche Carlos Daniel (No trabajó)
 Contreras Somohano Kenia Esther
 Gutierrez Castul Yahir Armando
 Mex Couoh Luis Eduardo
 Vargas Saldaña Ansony Alessandro
Index

1. Abstract
2. Introduction
3. Content
3.1. Perimeter, area, and volume
3.2. Angles and triangles
3.3. Trigonometry
3.4. The straight line in the cartesian system
3.5. Conics
4. Conclusions
5. Bibliography

2
Abstract

Trigonometry and analytical geometry are fundamental branches of mathematics that

provide essential tools for understanding spatial relationships and solving real-world problems. This
paper explores key geometric concepts, starting with perimeter, area, and volume, followed by the
classification of angles and triangles. It then delves into trigonometry, including the Pythagorean
theorem and its applications. The study continues with the representation of the straight line in the
Cartesian system, a fundamental component of analytical geometry. Finally, conic sections—circle,
parabola, ellipse, and hyperbola—are examined through their geometric and algebraic properties. By
connecting these foundational concepts, this paper provides a structured approach to understanding
trigonometry and analytical geometry, emphasizing their significance in science, engineering, and
technology.

Keywords: Perimeter, area, volume, angles, triangles, trigonometry, Pythagorean theorem, Cartesian
system, straight line, conic sections, analytical geometry, algebraic representation, real-world
applications

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Introduction
Trigonometry and analytical geometry play a crucial role in various mathematical and
scientific applications, from physics and engineering to computer graphics and architecture.
Understanding these fields begins with fundamental geometric concepts such as perimeter, area, and
volume, followed by the classification of angles and triangles, which form the basis for trigonometric
studies. Trigonometry, particularly the Pythagorean theorem, provides methods for solving problems
involving right-angled triangles and measuring distances indirectly.

The study of the Cartesian coordinate system and the straight-line equation is essential for
representing geometric relationships algebraically, serving as a bridge between basic geometry and
analytical methods. Conic sections further expand this analytical approach by introducing curves
defined by quadratic equations, which have applications in optics, orbital mechanics, and structural
design.

This paper presents structured progression from basic geometric principles to more advanced topics
in trigonometry and analytical geometry. By exploring these concepts in an interconnected manner,
we aim to provide a comprehensive framework for understanding their mathematical significance
and their practical applications in various scientific and technological fields.

4
 Content

I. Perimeter, area and volume

Definitions
 Perimeter: The total distance around the outside of a two-dimensional shape. It is
measured in linear units (e.g., cm, m, in, ft).
 Area: The amount of surface a two-dimensional shape covers. It is measured in square
units (e.g., cm², m², in², ft²).
 Volume: The amount of space a three-dimensional object occupies. It is measured in
cubic units (e.g., cm³, m³, in³, ft³).

Formulas
Perimeter (P):
 Square: P = 4a (where s is the side length)
 Rectangle: P = 2a + 2b (where l is length and w is width)
 Triangle: P = a + b + c (where a, b, and c are the side lengths)
 Circle (Circumference): C = 2πr (where r is the radius)

Area (A):
 Square: A = s²
 Rectangle: A = lw
 Triangle: A = ½bh (where b is the base and h is the height)
 Circle: A = πr²

Volumen (V):
 Cube: V = s³
 Cuboid: V = lwh (where h is height)
 Sphere: V = (4/3)πr³
 Cylinder: V = πr²h
 Cone: V = (1/3)πr²h

Figures
Two-Dimensional Figures (2D Shapes): These shapes have length and width. Examples include:
 Square: A quadrilateral with four equal sides and four right angles. Elements: sides, vertices.
 Rectangle: A quadrilateral with two pairs of equal sides and four right angles. Elements:
sides, vertices.

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  Triangle: A polygon with three sides. Elements: sides, vertices, angles.
 Circle: A set of points equidistant from a center. Elements: radius, diameter, circumference.

Three-Dimensional Geometric Bodies (3D Shapes): These shapes have length, width, and height.
Examples include:
 Cube: A solid with six square faces. Elements: faces, edges, vertices.
 Cuboid (Rectangular Prism): A solid with six rectangular faces. Elements: faces, edges,
vertices.
 Sphere: A perfectly round solid where all points on the surface are equidistant from the
center. Elements: radius, diameter.
 Cylinder: A solid with two parallel circular bases connected by a curved surface. Elements:
bases, height, radius.
 Cone: A solid with a circular base and a pointed top (apex). Elements: base, height, radius,
slant height.

II. Angles and triangles

Concept of Angle and Units of Measurement

An angle is the figure formed by two rays sharing a common endpoint, called the vertex. Angles are
measured in sexagesimal degrees (°) and radians (rad).

Conversion of Angle Measurement Units

To convert between degrees and radians, use the
following formulas:
Degrees to Radians: radians = degrees × π / 180
Radians to Degrees: degrees = radians × 180 / π

Types of Angles
Angles can be categorized as follows:
 Zero Angle (0°)
 Acute Angle (0° < θ < 90°)
 Right Angle (90°)
 Obtuse Angle (90° < θ < 180°)
 Flat Angle (180°)
 Complete Angle (360°)

Properties of Angles Formed by Parallel and Transversal Lines

When a transversal intersects parallel lines, several angle relationships occur:
 Opposite by the vertex
 Complementary
 Supplementary

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  Corresponding
 Internal Alternate
 External Alternate
 Collateral

Concept of Triangle
A triangle is a three-sided polygon with three angles. The sum of its interior angles is always 180°.

Types of Triangles
Triangles can be classified based on their sides and angles:

By Sides
 Scalene (no equal sides)
 Isosceles (two equal sides)
 Equilateral (three equal sides)

By Angles
 Acute (all angles < 90°)
 Obtuse (one angle > 90°)
 Right (one angle = 90°)

III. Trigonometry

The Pythagorean Theorem is a fundamental principle in mathematics that applies to right-angled

triangles. It states that in any right triangle, the square of the hypotenuse () is equal to the sum of
the squares of the other two sides

Historical Background

Although the theorem is named after the ancient Greek

mathematician Pythagoras (c. 569–475 BCE), historical
evidence suggests that it was known In Babylonian, Indian,
and Chinese mathematics long before him. Ancient
Babylonians used Pythagorean triplets in their calculations
around 1800 BCE, and Indian texts like the Baudhayana
Sulba Sutra (800–500 BCE) contain statements equivalent
to the theorem.

7
Applications of the Theorem

 Engineering and construction: Architects use it to calculate distances and ensure structural
stability.
 Navigation and GPS systems: It helps determine the shortest distance between two points.
 Astronomy: Used in determining distances between celestial bodies.}

Trigonometric functions.

Trigonometric functions are fundamental in mathematics and are used to relate angles to ratios of
sides in a right-angled triangle. The six basic trigonometric functions are sine (sin), cosine (cos),
tangent (tan), cotangent (cot), secant (sec), and cosecant (csc).

These functions are defined based on the sides of a right triangle:

o Sine (sin) is the ratio of the length of the opposite side to the hypotenuse.
o Cosine (cos) is the ratio of the length of the adjacent side to the hypotenuse.
o Tangent (tan) is the ratio of the length of the opposite side to the adjacent side.
o Cotangent (cot) is the reciprocal of tangent, or the ratio of the adjacent side to the
opposite side.
o Secant (sec) is the reciprocal of cosine, or the ratio of the hypotenuse to the
adjacent side.
o Cosecant (csc) is the reciprocal of sine, or the ratio of the hypotenuse to the
opposite side.

Trigonometric functions are widely used in various fields such as navigation, solid mechanics,
celestial mechanics, and geodesy. They are also extensively used in calculus, geometry, and
algebra.

The domain and range of these functions are as follows:

o The sine and cosine functions have a domain of all real numbers and a range of [-
1, 1].
o The tangent function has a domain of all real numbers except where the cosine is
zero, and its range is all real numbers.
o The secant, cosecant, and cotangent functions have a domain of all real numbers
except where their respective reciprocal functions are zero, and their ranges are all
real numbers except the interval [-1, 1].
o Trigonometric functions can also be defined using exponential functions, power
series, or as solutions to differential equations with specific initial values, without
referring to angles.

Explain the law of sines and the law of cosines.

The Law of Sines is an equation that relates the lengths of the sides of any triangle to the sines of
its angles. It states that the ratio between the sine of an angle and the length of the opposite side
is equal for all three angles in a triangle. Mathematically, it is expressed as:

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 Where (a), (b), and (c) are the lengths of the sides of the triangle, and (A), (B), and (C) are
the opposite angles.
The Law of Cosines, also known as the
cosine formula or cosine rule, relates the
lengths of the sides of a triangle to the
cosine of one of its angles. It is useful for
solving a triangle when all three sides or two
sides and their included angle are given. The
formula is:

This equation can be rearranged to solve for any

side or angle of the triangle, depending on the
given information.

Trigonometric identities.

Trigonometric identities are equations involving trigonometric functions that are true for every
value of the occurring variables for which both sides of the equality are defined. These identities
are crucial in simplifying trigonometric expressions and solving trigonometric equations.

Reciprocal Identities: These identities define the reciprocal

relationships between the trigonometric functions.
Specifically, they state that the sine of an angle is the
reciprocal of the cosecant of the same angle, the cosine of
an angle is the reciprocal of the secant of the same angle,
and the tangent of an angle is the reciprocal of the
cotangent of the same angle.

Quotient Identities: These identities relate the tangent and cotangent functions to the sine and
cosine functions. They state that the tangent of an angle is the sine of the angle divided by the
cosine of the same angle, and the cotangent of an angle is the cosine of the angle divided by e.

Pythagorean Identities: These identities are derived from the Pythagorean theorem and relate the
sine and cosine functions to each other. The fundamental Pythagorean identity is

IV. The straight line in the cartesian system

 Identify the elements and characteristics of a Cartesian plane.

Elements:
Axes
Origin
Quadrants
Ordered pairs

Characteristics:
Its name comes from the French mathematician who developed it in the 1600s, René
Descartes.

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 Is used to plot points and graph functions.
It can be used to answer questions about the distance between points, the slope of lines, and
more.

 Define the concepts of:

o Point: Is a fundamental geometric obnject that has no dimensions, it's represented as
an ordered pair (x, y) in a Cartesian coordinate system, where 'x' is the horizontal
coordinate and 't' is the vertical coordinate.

o Straight line: Is an infinite set of points that extends in both directions without
curving. In the cartesian system, a straight line can be represented by the general
equation.

o Distance between two points: The distance between two points is the length of the
shortest straight-line path connecting them.

o Midpoint of a straight line segment: Is the point that divides it into two equal halves.
It's located exactly halfway between the two endpoints.

o Division of a straight line segment in a given ratio: A point dividing a line segment
in a specific ratio is positioned in such a way that the two segments formed have
lengths proportional to the given ratio.

o Distance from a point to a straight line: The distance from a point to a straight line is
the length of the perpendicular segment drawn from the point to the line.

o Angle between two straight lines: The angle between two straight lines is the
measure of inclination or rotation needed to align one line with the other when they
intersect.

o Slope of a straight line: The slope of a straight line is a measure of its steepness and
direction. It describes how much the line rises or falls as it moves horizontally.

 Identify the forms of the equation of the line:

o Common form: This form expresses the equation of a line in terms of its slope and
y- intercept. It is written as: y = mx + c

o Synthetic form: This form is used when a line passes through a known point and has
a given slope. It is written as: y – y1 = m(x – x1)

o General form: This is the most general representation of a linear equation, written
as: ax + by + c = 0
 Explain the process to obtain the equation of the line:
o That passes through two points:
1.- Given two points A(x1, y1) and B(x2, y2), first determine the slope 'm' by
finding the ratio of the ratio of the change in 'y' to the change in 'x'.
2.- Use the point-slope form of the equation, substituting one of the given points and
the calculated slope.

10
 3.- Simplify to obtain the equation in either slope-intercept or general form.

o Slope points:
1.- Given a point P(x1, y1) and the slope 'm', use the point-slope equation.
2.- Substitute the values of x1, y1 and 'm' into the equation.
3.- Expand and simplify to get the desired form of the equation.

o Slope and ordinate at the origin:

1.- If the slope 'm' and the y-intercept 'c' (the value where the line crosses the y-axis)
are known, use the slope-intercept form directly.
2.- No further calculations are needed; just plug in 'm' and 'c'.

V. Conics

Definition. A conic section (or a conic) is defined as a curve obtainable on the surface of a
circular cone at the intersection with an arbitrary plane that does not pass through the vertex of
the cone. (Pogorelov, 1980, p. 58).

General form of equation

The general form of a conic section is a second-degree aquation in two variables, x and y:

2 2
A x + Bxy +C y + Dx+ Ey + F=0

In which
- Ax2: In this term, the value of A affects how the conic opens or stretches in the x-
direction.
- Bxy: This term is related to the rotation of the conic compared to the standard axes.
- Cy2: C multiplies to y2, that shows the influence of y 2 in the conic, affects how the conic
opens or stretches in the y-direction.
- Dx: D coefficient affect to lineal x that influences the horizontal position of the conic.
- Ey: E coefficient affect to lineal y that influences the vertical position of the conic
- F: Constant term. Affects the overall position of the conic in the plane.

values of A, B and C. Due to evaluating the discriminant Δ=B2−4AC:

It’s possible to determinate the type of conic by the general equation, it depends of the

If the result is < 0 the conic is a ellipse. If also A = C and B = 0,

it’s a circle.


If the result is = 0 the conic is a parabola.

If the result is >0 the conic is a hyperbola.



11
Geometric locus

Definition. In Mathematics, a locus is a curve or other shape made by all the points satisfying a
particular equation of the relation between the coordinates, or by a point, line, or moving surface.
All the shapes such as circle, ellipse, parabola, hyperbola, etc. are defined by the locus as a set of
points.

Circumference

Definition. A circle is the set of all points in a plane that are at a given distance from a fixed
point. The fixed point is called the center of the circle, and the given distance is called the
radius.

The distance formula states that the distance between two points (x1, y1) and (x2, y2) is:

d= √ ( x 2−x 1 ) + ( y 2− y 1 )
2 2

For a circle, this distance is always equal to the radius r, so we set up the equation:

√ ( x−h ) +( y −k ) =r
2 2

To eliminate the square root, square both sides:

( x−h )2+ ( y−k )2=r 2

This is the standard form of the equation of the circle with center at (h, k) and radius r

The general form is:

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 2 2
x + y + Dx + Ey+ F=0

This is another representation where the coefficients can be used to find the center and
radius.

Parabola

Defnition. A parabola is the set of all points in a plane that are equidistant from a fixed
point and a fixed line in the plane. The fixed point is called the focus, and the fixed line is
called the directrix.

The point F is the focus, and the line D is the directrix. The point V, which is halfway
between the focus and the directrix, must belong to the parabola. This point is called the
vertex.

Forms of the equation

Standard form:

Vertical axis of symmetry: Horizontal axis of symmetry:

( x−h )2=4 p ( y−k ) ( y−k )2=4 p ( x −h )

This represents a parabola that This represents a parabola that opens left
opens upwards or downwards or right with vertex at (h, k).
with vertex at (h, k).

General form:
2 2
A x + Bxy +C y + Dx+ Ey + F=0

where B2−4 AC =0

Derivation of the Equation of a Parabola

For any point P(x, y) on the parabola:

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The distance to the focus is given by the distance formula:

d 1=√ x + ( y− p )
2 2

The distance to the directrix is the vertical distance:

d 2=| y+ p|

Since the parabola is defined as the set of points where these distances are equal, we set up
the equation:

√ x + ( y− p ) =|y + p|
2 2

To eliminate the square root, square both sides:

2 2 2
x + ( y− p ) =( y + p )

Expanding both sides:

2 2 2 2 2
x + y −2 py + p = y +2 py + p

Cancel y 2and p2 from both sides:

2
x −2 py =2 py

Rearrange to solve for y:

2
x =4 py

This is the standard equation of a parabola that opens upward with vertex at (0, 0).

Ellipse

Definition. An ellipse is the set of all points P in a plane such that the sum of the distances
from P to two fixed points F' and F in the plane is constant.

Each of the fixed points is called a focus. The figure shows how the foci can be used to draw
an ellipse. The ends of a string are secured at the foci F' and F. As a pencil moves along P,
keeping the string taut, the curve traced is an ellipse.

Forms of the Equation

14
Standard form:

Horizontal orientation: Vertical orientation:

( x−h )2 ( y −k )2 ( x−h )2 ( y −k )2
+ =1 + =1
a2 b2 b2 a2

These equations represent ellipses centered at (h, k) with semi-major axis a and semi-minor
axis b.

General form:
2 2
A x + Bxy +C y + Dx+ Ey + F=0

where B2−4 AC <0

Derivation of the Standard Equation of an Ellipse

Given an ellipse with foci F1 and F2, we can introduce a coordinate system by placing the x-
axis along the line connecting the foci and setting the origin at the midpoint between them.

The foci are:

F 1=(−c ,0 )∧F 2=(c , 0)

If P = (x, y) is an arbitrary point in the plane, the distances from P to the foci F1 and F2 are
given by the distance formula:

√
d 1= ( ( x +c )2 + y 2 )

√
d 2= ( ( x−c )2+ y 2 )

By definition, an ellipse consists of all points P (x, y) where the sum of the distances to the
two foci is constant and equal to 2a, where a is the semi-major axis:

d 1+d 2=2 a

To ensure that the ellipse contains points beyond just the line segment between the foci, we
require that 2a > 2c, which implies a > c. Substituting the expressions for d1 and d2 into the
ellipse equation:

√ ( x+ c ) + y + √( x−c ) + y =2 a
2 2 2 2

After, we obtain the standard equation of an ellipse centered at the origin:

15
 2 2
x y
2
+ 2 =1
a b

where b 2 is defined as:

2 2 2
b =a −c

Hyperbola

Definition. A hyperbola is the set of points in a plane such that the difference of the
distances from each point in the set to two fixed points in the plane (foci) is constant.

Forms of the Equation

Standard form:

Horizontal transverse Vertical transverse axis:

axis:
( y−k )2 ( x−h )2
( x−h )2 ( y−k )2 − =1
− =1 a2 b2
a2 b2

These equations represent hyperbolas centered at (h, k) with transverse axis a and conjugate
axis b.

General form:
2 2
A x + Bxy +C y + Dx+ Ey + F=0

where B2−4 AC >0

Derivation of the Equation of a Hyperbola

This derivation is very similar to the derivation of the equation for an ellipse, and we do it
for horizontal focal axis. The vertical focal axis case is done similarly. Suppose that the foci
are F 1=(−c , 0) and F 2=( c ,0 ) as in the figure below.

16
 The point P = (x, y) lies on the hyperbola if the difference d1 - d2 remains constant, and we
call this constant 2a. Since d1 - d2 is possibly negative, this relation becomes |d1 - d2| = 2a
which is equivalent to d 1−d 2=± 2 a. This is equivalent to the statement.

√ ( x+ c ) + y + √( x−c ) + y =¿ ± 2 a ¿
2 2 2 2

where we have used the distance formula to find d1 and d2 as we did in deriving the
equation of the ellipse. Simplifying this equation similar to as in the ellipse case we obtain
the equation
2 2
x y
2
− 2 2 =1
a c −a

Now let b=√ c 2−a2 and rewrite the previous equation as

2 2
x y
2
− 2
a b

which is the equation of a hyperbola with horizontal axis centered at (0, 0). Making the
transformation described at the end of the ellipse derivation yields the equation for a
hyperbola centered at (h, k).

Conclusions

• Patricio Cervantes
In conclusion, these mathematical topics are fundamental to understanding and
describing the world around us. Perimeter, area, and volume allow us to quantify the space
and dimensions of objects, which is essential in fields such as construction, design, and
physics. Angles and triangles are the foundation of geometry and trigonometry, and are
applied in areas such as navigation, architecture, and engineering. Trigonometry, in
particular, is crucial for measuring inaccessible distances and heights, and has applications in
fields such as astronomy and surveying. The Cartesian system and straight lines allow us to
represent and analyze relationships between variables, which is essential in science,
economics, and computer science. Finally, conics describe important curved shapes found in
nature and technology, such as planetary orbits, parabolic mirrors, and satellite antennas. In
summary, these mathematical topics are powerful tools that allow us to understand, model,
and solve problems in a wide variety of fields.

17
• Daniel Canche

• Kenia Contreras
In conclusion, analytic geometry is an important part of mathematics, and it is
essential to have a good understanding of the basics to apply the concepts effectively. This
research helped me review my previous knowledge, especially about trigonometric
functions, which I already knew and understood well. However, what really helped me learn
more deeply were conic sections, a topic I wasn’t very familiar with. Through this research, I
could better understand their classification, properties, and applications. This gave me a
clearer view of how these concepts connect with other areas of mathematics. Overall, this
work not only strengthened what I already knew but also expanded my understanding of
topics I didn’t know as well before.

• Yahir Gutiérrez

In this unit, we learned about important concepts in trigonometry and analytical

geometry. We studied how to calculate perimeter, area, and volume, which help us measure
different shapes. We also explored angles and triangles, understanding their types and
properties. Trigonometry teaches us about the relationships between angles and sides in
triangles, which is useful in many real-life situations. We also learned about the straight line
in the Cartesian system, which helps us represent equations on a graph. Finally, we studied
conics, which are special curves like circles, parabolas, and ellipses. These topics are very
important in mathematics because they help us understand the world around us. They are
used in engineering, physics, and even in daily life. Learning them gives us a strong
foundation for future studies.

• Luis Mex
In conclusion, the Pythagorean theorem has been used for many centuries to get to
where we are, from calculating a small over some insect to being able to measure high rise
object, until you can measure the space between several things, all of this is used in GPS, in
astronomy and is mostly used in both construction and engineering.

• Ansony Vargas

The equation of a straight line in the cartesian plane can be determined using
different forms, depending on the given information. Key concepts such as slope, distance,
midpoint, and angle between lines help define the geometric relationships of lines. The
equation can be derived from two points, a point and a slope, or a slope and the y-intercept.
Understanding these forms and methods is essential for analyzing and solving problems
involving straight lines in geometry and algebra.

18
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https://worldhistoryedu.com/the-pythagorean-theorem-history-facts/

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Career: Quarter
Subject: Group:

RUBRIC
CONCEPT INVESTIGATION RUBRIC

Criteria Outstanding Component (100%) Advanced component (75%) Intermediate Component (50%) Basic Component (25%) Not approved (0)

It contains less than

Content It contains 100% of the Contains 90% of the Contains at least 80% of It contains at least 70%
70% of the concepts *
30% concepts requested. concepts requested the concepts requested of the concepts requested.
requested.

Some flaws in the

Most of the Some of the definitions It shows serious flaws
The definitions are definition of concepts
Definitions definitions are have problems with logic, in concepts and words,
logical, correct cast doubt on the quality
25% logical, correct or clarity, or are making definitions
and clear. of some of the messages
and clear. incorrect. incomprehensible.
to be conveyed.

Good capacity for Some capacity for Little capacity for

Excellent capacity for Null capacity for
synthesis, to be synthesis, although synthesis, since it fails
Synthesis synthesis, to be able to synthesis, since it
able to translate sometimes the definitions to capture the essential.
35% capture the words about includes
the words about detail things that are The maximum limit is
essential concepts inconsequential data.
essential concepts not really important. exceeded.
It has a messy
It has an unclear and presentation, which
It has a clear and
It has a clear and uncluttered presentation, makes it difficult
orderly presentation, Has a clear presentation,
Presentation orderly presentation, showing little care with to understand the
but it does not make but does not use space
10% optimally using the organization details organization logic
optimal use of space and resources correctly
space and resources of the elements within of the contents and
and resources
the page the reading of the
ideas

Score:

*In the blank column, place an "X" depending on the evaluation obtained for each aspect to be evaluated.

Exercise.- Exercise performed (specify in detail the performance of the requested exercise, so that it allows the evaluator to make decisions).
Aspects to be evaluated.- Aspects to be evaluated depending on the exercise.

Basic Component: Performs a minimum acceptable performance of the knowledge indicated in the rubrics, under supervision.

Intermediate Component: Performs an acceptable performance of the knowledge indicated in the rubrics, independently.
Evaluation scale:
Advanced component: Performs an excellent performance in most of the knowledge indicated in the rubrics of each course, showing independence in
It considers a level of excellence in which the performance standards of all knowledge are achieved, according to what is
Outstanding Component: indicated in the rubrics of each course, showing independence in their development and supporting others in their
achievement.

The final evaluation of the exercise is obtained by a simple

arithmetic average, with the following steps:

• Obtain the sum for each evaluation scale after multiplying by the
indicated value.
• Obtain the total sum of the evaluation scales and divide it by the
number of aspects to be evaluated.
• The aspects to be evaluated can be weighted.

20