| Lab Name |
How to use trigonometry in real life?
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| Subject Area |
Mathematics
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| Grade |
11 - 12
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| Topic |
Trigonometry
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| Experiment Title |
How to use trigonometry in real life?
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| Hardware |
- COMOS Toolkit: Computer Node
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| Software |
- COSMOS Toolkit: Framework
- GNU Radio
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| Number of Sessions to teach the topic |
4 sessions
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| Educational standards to be addressed |
- CCSS.MATH.CONTENT.HSG.SRT.D.11
Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
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| COSMOS concepts to be used for the lab |
Understanding properties of waves, (i.e., frequency, amplitude, period, wavelength)
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| K-12 Educational Goals (How the educational goals are achieved through teaching using the experiment, how the topic is connected to the COSMOS concepts used) |
The essential element that students will know after the lesson will be the ability to associate trigonometry with a real world application.
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| Short Description and Walk-through of the experiment |
Option #1
Day 1: Scavenger Hunt. Which group will complete all the tasks first.
- Students will count from 1 - 8. After we will have 8 groups of 4.
- The 1st QR Code will be presented to the class. Students will have to use their phones to get the first clue.
- Groups will find all relevant information which will lead to clue #2.
- Clue #2 will be another QR code on the same sheet which leads to a Caesar Cipher.
- The Caesar Cipher leads to what floor the go to. Once on either 1st through 5th floor they will get clue #3 near the elevator which is told to them after the cipher.
- Students will complete a mathematical task whereby the main goal in the task will be to find the area of a triangle. This is there next key.
- Students will find the locker number behind the poster of the rolling stones cover. They will have to figure this part out which is given in clue #3.
- Students will find the locker and connect the value from the area of the triangle with opening the lock.
- Inside the locker will be a balloon with a message on it saying that the clue lies within.
- Another mathematical task will lead them back to the classroom.
- At the classroom there will be another QR code on the outside of the class which will give them congratulations message that they complete the activity.
Option #2
Day 1: Treasure hunt using your team. Students will use a microphone and an access point to discover the distance from set points.
- This lesson will begin similar to option #1 above.
- The change in option #1 will be at clue #3. Students will use the walkie talkies to communicate with an access point and have to calculate the distance based upon how much power they have.
- Students will use triangularization to find the length of EA.
- This will lead to the location of a QR code/clue somewhere on the floor that they are located on.
- This will then continue with option #1 whereby finding a locker and continuing on the quest.
Students will determine the distance from AC, AB & CB. After students find those lengths, they will find all relevant information associated with triangle DCB and EDB.
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| Testbed mapping of the experiment |
The teacher will connect to the testbed and create a topology using the nodes of the testbed, in order the students to play scavenger hunt in city-scale.
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