This WebQuest is designed as a review of the trigonometric ratios along with tutorials for solving missing sides and angles of right triangles.
In this WebQuest, you will apply the ratios to an actual situation and describe the outcomes of the situation using trigonometry. Also, you will develop skills on how to use the Pythagorean Theorem to help solve the right triangles along with the trigonometric ratios.
By applying the Trigonometric ratios to right triangles and the Pythagorean theorem, you will be able to find missing sides and acute angles of a variety of right triangles.
You should click on the highlighted words or phrases to link to websites that will further implement the knowledge of the lesson.
As the lesson progresses you will be able to apply the right triangles to many realworld situations and describe trigonometry using what you learned.
All your findings should be recorded in your "Trigonometric MindMap".
This WebQuest is meant to be conducted in groups but it also involves a lot of work on your own.
Before starting WebQuest, you are suggested to create a free account to reflect on learning on MindMap. A mindMap is a great tool for online mind mapping.
After completing each module, you will write in your "Trigonometric MindMap" and share the link of your learning diary within your group.
Now start your journey with MindMap!
After your account is created, take a look at the following articles to learn the basics about trigonometry including the history of trigonometry, introduction, trigonometric functions, basics, special right triangles, Pythagoras theorem, solving right triangles and practising. You will need this information to lay the grounds for the next step to be taken in your WebQuest!:
History of the Trigonometry
Trigonometry Basics Project
Basic Trigonometry: Sin Cos Tan
Special Right Triangles 454590, 30 6090
Solving Right Triangles
Sine & Cosine of Complementary
Trigonometry: Solving Right Triangles... How?
Practice page
Trigonometry  Numerical Practice
Practice with Sine and Cosine of Complementary Angles
Problems "Needing" Trigonometry
Check your abilities
Trigonometry Worksheet and Solutions
The resources below will give you a detailed overview of the types of realworld problems where the Trigonometric functions of an acute angle can be applied. Watch the example videos and then work with your partners to fill Section 2 of your Trigonometric MindMap.
Surveying the Uses of Trigonometry
Angle of Elevation/Angle of Depression Problems
Trigonometry in Games
Investigate each trigonometry solution listed in the sources and create your own "trigonometry problem" on the MindMap.
You should then share your problem with the members of your group.
Finally, work in groups to complete each part of each other‘s problems. Brainstorm different ideas on how to fix them!
Congratulations!!! You should now feel like a real master of trigonometric functions who can tackle any problem!
This is how your work will be evaluated.

Beginning 
Developing 
Qualified 
Exemplary 
Score 
Statement of the Trigonometric functions 
The statement has the right variables without the squares. 
The statement has the right variables with the squares without explanation. 
The statement has the right variables with the squares and with some explanation. 
Proper description and complete statement without errors. 

ProblemPosing 
A similar problem was created with data not matching the Pythagorean triple. 
A similar problem was created based on a different scenario that matches the Pythagorean triple but does not capture the essence of the scenario. 
A similar problem was created based on a different scenario that matches the Pythagorean triple capturing some essence of the scenario. 
A similar problem was created based on a different scenario that matches the Pythagorean triple capturing the full essence of the scenario. 

Visual Representation 
Some sketches were drawn with missing dimensions and labels. 
Some sketches were drawn with proper dimensions, but not labelled. 
Good sketches were drawn with proper dimension and labelling. 
Great visuals with proper dimension and labelling. 

Interaction with peers 
Some reflection on the lesson, but less participation with peers. 
Properly written reflection on the lesson and some interaction with peers. 
A good expression of thoughts about the lesson and active interaction with peers. 
Excellent written reflection on the lesson and interactive sharing of information. 

Summary/Conclusion 
Not much was written on the ticket out summary. 
Proper explanation of what was studied, but missing important details. 
A good summary of what was learned, including some important points 
Excellent summary of the lesson, including the success and challenges. 

Total Points 
5 
10 
15 
20 
In this section we will not dive very deep into the underlying educational theories about evaluation and testing: there’s too much out there than we could possibly cover in this small project report.
Instead, we want to concentrate on procedures that enable both students/pupils and their teachers to establish if the learning goals of the Webquest were achieved and, if so, to what extent. We recommend teachers make use of a combined evaluation procedure, that consists of:
For instance:
This kind of assessment seems more subjective than it actually is: in his standard work on testing and evaluation (and much more), simply called Methodology (1974), Prof. A.D. de Groot described how consistent the student’s selfevaluations appeared to be: when asked again after 5 or 10 years, their evaluation would almost be the same. De Groot advised teachers to use the learner report as a start for joint evaluations, striving for consensus between teacher and student/pupil about the learning outcomes and their value for the learner, but also compared with the learning objectives as stated in the curriculum.
The learning achievements are visible in the output produced by the students: it is physical evidence: reports, answers to questions asked in the Webquest, presentations, and performance during presentations (preferably recorded). The teacher completes an evaluation grid stating clearly what the learning outcomes for the student/pupil are. The categories in the grid can be modified by the teacher to cover more precisely the content of a Webquest.
>We advise teachers to use the grid to start a joint evaluation discussion, aiming at consensus or at least understanding between the teacher and the student/pupil about the learning outcomes: were they achieved (as planned in the curriculum and communicated before the Webquest started) and to what extent? To communicate the learning goals clearly before any learning activity starts, is a transparency requirement that is widely acknowledged in the educational community. The history of making learning objectives explicit goes back to the evaluation ‘Bible’ by Bloom, Hastings and Madaus: ‘Handbook on formative and summative evaluation of student learning’ (1971), a standard work that also served as inspiration for the earlier mentioned Prof. De Groot.
The procedure also applies when students/pupils have worked together on a Webquest. The teacher will ask questions about individual contributions: ‘What did you find? What part did you write? How did you find the illustrations? Who made the final presentation?’
All the evidence (of learning efforts and outcomes plus joint evaluations) is preferably stored in the learning portfolio of the student, or in any other suitable storage system (folders with written or printed documents, online collection of files, etcetera ).
Changes in personal points of view and feelings are harder to value and here the consensus between teacher and student/pupil about experiences during the learning process provides essential insights.
The grid below gives an example of how the evaluation of the learning process and achievements can be shaped: what kind of reactions to the Webquest does the teacher expect and how valuable are they? Is the teacher capable to explain the value or score allocated to answers or presentations given by pupils? Does the pupil/student understand the evaluation outcomes, and does he/she agree? If an agreement (consensus is not possible, it is still the teacher who decides how to value the student’s work.
Please note that the text in the grid addresses the pupil/student directly: this is important and it is in fact a prerequisite for using such an evaluation grid: it is specifically meant to enable a discussion of learning results between teacher and student and not to communicate learning achievements of learners to others who had no direct role in the Webquest.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
t: +357 2466 40 40
f: +357 2465 00 90
e: scool.it@scoolit.eu
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
t: +357 2466 40 40
f: +357 2465 00 90
e: scool.it@scoolit.eu
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
t: +357 2466 40 40
f: +357 2465 00 90
e: scool.it@scoolit.eu
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