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Maths3 3B Dec12

trigonometric ratios internal

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Hashaam Javed
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127 views

Maths3 3B Dec12

trigonometric ratios internal

Uploaded by

Hashaam Javed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

NZQA

Approved

Internal assessment resource Mathematics and Statistics 3.3B for Achievement Standard 91575
PAGE FOR TEACHER USE

Internal Assessment Resource


Mathematics and Statistics Level 3
This resource supports assessment against:

Achievement Standard 91575


Apply trigonometric methods in solving problems
Resource title: Maths End Ferris wheels
4 credits
This resource:

Clarifies the requirements of the Standard

Supports good assessment practice

Should be subjected to the schools usual assessment quality assurance


process

Should be modified to make the context relevant to students in their school


environment and ensure that submitted evidence is authentic

Date version published by


Ministry of Education

December 2012

Quality assurance status

These materials have been quality assured by NZQA.

To support internal assessment from 2013

NZQA Approved number A-A-12-2012-91575-01-6198


Authenticity of evidence

Teachers must manage authenticity for any assessment


from a public source, because students may have access
to the assessment schedule or student exemplar material.
Using this assessment resource without modification may
mean that students work is not authentic. The teacher
may need to change figures, measurements or data
sources or set a different context or topic to be
investigated or a different text to read or perform.

This resource is copyright Crown 2012

Page 1 of 5

Internal assessment resource Mathematics and Statistics 3.3B for Achievement Standard 91575
PAGE FOR TEACHER USE

Internal Assessment Resource


Achievement Standard Mathematics and Statistics 91575: Apply
trigonometric methods in solving problems
Resource reference: Mathematics and Statistics 3.3B
Resource title: Maths End Ferris wheels
Credits: 4
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Mathematics and Statistics 91575. The achievement criteria and the
explanatory notes contain information, definitions, and requirements that are crucial
when interpreting the standard and assessing students against it.

Context/setting
This activity requires students to model the movement of seats on Ferris wheels and
solve a problem.

Conditions
This activity may be conducted in one or more sessions. Confirm the timeframe with
your students.
Students will work independently to complete the task.
Students may use any appropriate technology.

Resource requirements
None.

Additional information
None.

This resource is copyright Crown 2012

Page 2 of 5

Internal assessment resource Mathematics and Statistics 3.3B for Achievement Standard
91575
PAGE FOR STUDENT USE

Internal Assessment Resource


Achievement Standard Mathematics and Statistics 91575:
Apply trigonometric methods in solving problems
Resource reference: Mathematics and Statistics 3.3B
Resource title: Maths End Ferris wheels
Credits: 4
Achievement

Achievement with Merit

Achievement with
Excellence

Apply trigonometric methods


in solving problems.

Apply trigonometric methods,


using relational thinking, in
solving problems.

Apply trigonometric methods,


using extended abstract
thinking, in solving problems.

Student instructions
Introduction
Maths End amusement park has two Ferris wheels: the Kiddy-wheel, a small wheel
that reaches a maximum height of 8 m above the ground; and the Flying-high, a large
wheel that reaches a maximum height of 43 m above the ground.
While they are at the amusement park, Manu has a ride on the Flying-high wheel and
his little sister Jade goes for a ride on the Kiddy-wheel. Manu and Jade go on the
rides at the same time. Because of trees and buildings between the two rides, Jade
can only see Manu some of the time.
This activity requires you to use the information provided about the Ferris wheels to
determine when Jade can see Manu.

Task
Working independently, use the information about the Ferris wheels at the Maths End
amusement park and your knowledge of trigonometric functions to:

identify a mathematical model for the Kiddy-wheel and justify your choice

find a mathematical model for the Flying-high Ferris wheel

find the times when Jade can see Manu.

Your overall grade will be determined by the quality of your thinking and how well you
link this to the context. Show the graphs and equations that you have used and any
relevant calculations. Clearly communicate your method using appropriate
mathematical statements.

This resource is copyright Crown 2012

Page 3 of 5

Internal assessment resource Mathematics and Statistics 3.3B for Achievement Standard
91575
PAGE FOR STUDENT USE

Information about the Ferris wheels at Maths End amusement


park
Both Ferris wheels load passengers from ramps at their lowest point. The seat is at
the same level as the ramp at this loading point. Jade and Manu start their rides at
the same time.
The Kiddy-wheel reaches a maximum height of 8 m and its ramp is 0.5 m above the
ground. The ride makes two revolutions each minute.
The function, h(t), that represents the height of Jades seat on the Kiddy-wheel above
the ground at time t, in seconds, can be modelled by one of the following equations:

h(t) 3.75sin t 4.5


h(t) 4 cos

h(t) 3.75sin

(t 15) 4.25
30

(t 7.5) 4.25
15

h(t) 4 cos t 4.5

The Flying-high Ferris wheel reaches a maximum height of 43 m and its ramp is 3 m
in two minutes.
above the ground. The ride makes three revolutions

Due to trees, buildings, and the positions of the rides, Jade can only see Manu some
of the time. For Jade to see Manu she needs to be more than 5 m above the ground.
Manu needs to be going up and more than 5 m above the ground but less than 20 m
above the ground.

This resource is copyright Crown 2012

Page 4 of 5

Internal assessment resource Mathematics and Statistics 3.3B for Achievement Standard 91575
PAGE FOR TEACHER USE

Assessment schedule: Mathematics and Statistics 91575 Maths End Ferris wheels
Teacher note: You will need to adapt this assessment schedule to include examples of the types of responses that can be expected.
Evidence/Judgements for Achievement

Evidence/Judgements for Achievement with


Merit

Evidence/Judgements for Achievement with


Excellence

The student has applied trigonometric methods in


solving problems.

The student has applied trigonometric methods,


using relational thinking, in solving problems.

The student has correctly selected and used


methods, demonstrated knowledge of concepts
and terms, and communicated using appropriate
representations.

The student has formed and used a model and


related findings to the context or communicated
thinking using appropriate mathematical
statements.

Evidence from both features of trigonometric


functions and solving trigonometric equations is
required.

Example of possible student response:

Example of possible student response:

The student forms the models for the two Ferris


wheels and uses the models to find any time
period when Jade can see Manu.

The student has devised a strategy using the


models for both wheels to correctly find the
intervals of time when Jade can see Manu and
used correct mathematical statements.

Examples of possible student responses:

determining the amplitude of a trigonometric


function for either Ferris wheel
determining the period of a trigonometric
function for either Ferris wheel
determining the correct horizontal or vertical
transformation of a trigonometric function for
either Ferris wheel
solving trigonometric equations to determine
an interval when a Ferris wheel is above 5 m.

The examples above are indicative of the


evidence that is required.

The student has applied trigonometric methods,


using extended abstract thinking, in solving
problems.
The student has devised a strategy to investigate
or solve a problem and used correct mathematical
statements or communicated mathematical insight.

The examples above are indicative of the


evidence that is required.

The correct model for the Kiddy-wheel without


justification is not sufficient.
The examples above are indicative of the
evidence that is required.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.

This resource is copyright Crown 2012

Page 5 of 5

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