Determining Height With Trigonometry

GOLD
SEAL
LESSON
Subject
Mathematics
Grade Level 8-10
Instructional
Focus
Student
Learning
Performance
Task
Determining Height with Trigonometry
Rigor/Relevance
Framework
K
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o
w
l
e
d
g
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6
5
4
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2
1
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Measurement: Students use a variety of tools

Application
and techniques of
measurement in a problem-solving situation. Students communicate the
reasoning used in solving these problems.
Number Operation and Concepts: Students use number, number
sense, and number relationships in a problem-solving situation.
Students communicate the reasoning used in solving these problems.
Writing: Students write for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Basic Concepts and Knowledge: Students develop an understanding
of scientific concepts using facts, theories, principles, and models.
Students will:
Conduct Internet research.
Construct a working clinometer.
Demonstrate effective measurement skills.
Calculate the height of an object using trigonometry.
Calculate percent deviation.
Reflect on possible sources for error in measurement.
Present information in a formal lab report.
Overview
Students will work with a partner to construct and use a clinometer to
determine the height of their school building. Students will use the
Internet and materials provided by the teacher to assemble this
instrument. Students will make accurate measurements, create
diagrams, and use appropriate trigonomic ratios to solve the problem
posed to them. Students will present their findings in a formal written
Lab report.
Description
Students will be placed in groups of two and informed that their job
will be to find the height of their school building using trigonometry.
This can be accomplished with only two measurements; the angle of
inclination (also called angle of elevation) and the ground distance
from the base of the building.
Students will need to construct a clinometer in order to measure the

angle of inclination to the top of the building. Each group will research
the Internet for directions on constructing a simple clinometer.
Teachers will provide the appropriate construction materials to the
students.
When their clinometers are ready, students will proceed outdoors to an
area identified by their instructor where they can safely take
measurements.
Each group will use a tape measure to measure the ground distance
from the base of the building outward to a point from which they can
easily measure the angle of inclination.
One student will sight the top of the building through the straw
eyepiece while his/her partner reads the angle from the protractor.
Students must note that this angle is measured from their eye, and not
the ground. Therefore, they will have to compensate for this distance
when making their final height determination.
Once students have the angle of inclination and ground distance
accurately measured, they will create a drawing of the resulting
triangle to help model the problem.
Next, students will return to the classroom and determine the height of
the building based on their knowledge of trigonometry.
Each group will report their findings to the teacher who will place the
height measurements on the board for analysis.
The teacher will provide students with the actual value of the height of
the building and direct students to calculate the percent deviation of
their measurement from the accepted value.
The class will discuss as a group possible reasons for error in their
measurements.
Finally, students will organize their results in a formal lab report.
Formats for the report may be of the students own design and
approved by the teacher, or one provided by the teacher.
Each report must include all calculations and Diagrams.
Teacher Procedures
Teachers will determine a safe and easily accessible height to be
measured on the school campus.
Provide students will materials to construct a clinometer.
Plastic protractor with center hole or paper copy of protractor
Cardboard backing for support if using paper copy

Strong thread (thread slides easier than string)
Weight - metal washers work well
A straw to sight in target
Glue, scissors and clear tape
Teachers will also need to have several tape measures available for
students to use to measure their base distance. Keep in mind that
students should not use a distance that results in an angle of inclination
of 45 degrees to the top of the object. More advanced students will
realize that this will result in the formation of an isosceles right triangle
and the height of the object will equal the base distance and trig
calculations will not be necessary.
When students have reported their height determination, provide them
with an actual or accepted value for the height so that they may
calculate their percent deviation.
Essential
Skills
Scoring Guide
Attachments/
Resources
Teachers may include standard deviation analysis if appropriate for the

knowledge level of the students.
E25 Write in various formats such as learning logs, laboratory
reports, note-taking, response journals, organizers, and
portfolios.
M55 Perform the general solution of triangles by using the Law of
Sines and Law of Cosines to obtain the angle and side length
measurements of any triangle.
Rubric: See below
Sample Report Sheet

Sample diagram of clinometer
Submitted by: Raleigh Charter High School
Scoring Guide
Rate student performance on each item using the following method:

4 Points: The student demonstrates a high-quality performance and presentation of new knowledge and
skills.
3 Points: The student demonstrates a good application of new knowledge and skills.
2 Points: The student demonstrates an appropriate application of new knowledge and/or skills, which is
technically correct.
1 Point: The student demonstrates minimally acceptable application of new knowledge and/or
skills.
Item
Rating (Circle 1)
Clinometer Construction
Student effectively researches directions and assembles a
working and reliable clinometer in a timely fashion.
Measurements
Student demonstrates effective measuring skills and
techniques.
Height determination
Student chooses the correct trigonomic ratio and determines
the height of the object to within an acceptable value.
Percent Deviation
Student correctly determines the percent deviation for their
height value.
Student Reflection on Possible Causes of Error
Student participates in class discussion and offers insight
into possible causes for error in measurements.
Report
Report is neat, well written and informative. Student
presents information according to format agreed upon with
teacher.
Report (cont.)
Report is complete with no missing information. Data sets,
diagrams, and calculations are included in a neat and logical
manner.
Student Cooperation
Student worked cooperatively and effectively with partner
with little direction or guidance from the instructor.
Demonstrated good initiative and problem solving skills.
Attachments/Resources
Sample Reporting Sheet
Name ______________________ Partner _____________________ Date ________________
Title:
Purpose of Activity:
Materials:
Procedure:
Data collection, Diagrams and Calculations:
Conclusion:
Include reasons for error and possible improvements to the procedure.
Sample Clinometer (with hugely out of proportion straw)

Determining Height With Trigonometry

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GOLD

Determining Height with Trigonometry

Measurement: Students use a variety of tools

Students will need to construct a clinometer in order to measure the

Cardboard backing for support if using paper copy

Teachers may include standard deviation analysis if appropriate for the

Sample Report Sheet

Submitted by: Raleigh Charter High School

Rate student performance on each item using the following method:

Sample Clinometer (with hugely out of proportion straw)

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