Precalculus: Part 1

Module 13, 14 & 15 Application Problems

Directions
At the end of each module, you will have application problems that will help you apply the skills taught
throughout the module. You will only submit your work to these application problems in the modules listed
on the course page.
Be sure to save this document where you know how and where to find it. This template is a place for you to
show your work and present your solutions. Make sure your work is clear and you show all of your steps that
you took to solve the application problem.
You CAN do your work on paper, take an image of your work, and paste that image onto this template.

Choose TWO problems from each module to complete. Circle the two questions from each module you
selected to solve.
Module 13: (Pick 2)
1. XYZ Ramps
2. Reference Angles 1
3. Reference Angles 2
4. Setting up a XYZ ramp
Module 14: (Pick 2)
1. Broken Calculator
2. Building a Computer Monitor
3. Textbook Graph
4. Distance of a Light Beam
Module 15: (Pick 2)
1. Alternate Expressions
2. Giro D'Italia
3. Projector Problems
4. Archeologists' Adventure
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 13 Application Problem #1

XYZ Moving Company has a new tool that consists of a heavy-duty ramp that connects the truck to the apartment
buildings, so customers can slide their items directly into the truck without using the elevator or stairs.

If friction is ignored, the time t (in seconds) required for an item to slide down the ramp is given by the function:
2𝑎
𝑡 𝜃 =
𝑔 sin 𝜃 cos 𝜃

Where a is the distance from the building to the truck and g ≈ 32 feet per second per second is the acceleration
due to gravity. How long would it take an object to slide from the balcony of an apartment to the truck if the
distance between the building and the truck is a = 10 feet when:
A. θ = 30°
B. θ = 45°
C. θ = 60°
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 13 Application Problem #2

13𝜋
A trigonometry student was asked to calculate the sine and cosine of the angle 𝜃 = − 4 using only the unit circle
and the values of the trigonometric functions of the first quadrant. The student made the following argument
which has a mistake. Fix the argument and correct the answer if necessary.

Instruction Step Math Step

We will find an angle between 0 and 2𝜋 to
determine the quadrant. For this we will 13𝜋 5𝜋
− + 2𝜋 = −
13𝜋 4 4
add plus − as many times as possible.
4
5𝜋 3𝜋
Repeat. The terminal side is in quadrant II. − + 2𝜋 =
4 4
3𝜋 𝜋
𝜋− =
4 4

Now we will find the reference angle by

3𝜋
subtracting from 𝜋.
4

We know the trigonometric functions in 𝜋 2 𝜋 2

the first quadrant, in this case: cos = and sin =
4 2 4 2

Since the given angle is negative, we then 13𝜋 2 13𝜋 2

change the sings of the function. cos − =− and sin − =−
4 2 4 2
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 13 Application Problem #3

A student was asked to use an angle of reference to find all 6 trigonometric functions of -240°. The student made
the following argument which has a mistake. Fix the argument and correct the answer if necessary.

Instruction Step Math Step

-240° is in the second quadrant and has a

reference angle of 30°.

3 1
We know the 𝑥 and 𝑦 values for 30°. 𝑥= 𝑎𝑛𝑑 𝑦 =
2 2
1
sin −240° =
2
3
cos −240° = −
2
Since -240° is in the second quadrant, sine
3
and cosecant are positive, and the other tan −240° = −
four trig functions are negative. 3
csc −240° = 2
2 3
sec −240° = −
3
cot −240° = − 3
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 13 Application Problem #4

To unload an XYZ moving truck, there is an adjustable ramp that goes from the trailer to the ground. Since the
ramp is adjustable, its inclination can vary. The length of the ramp is given by the formula:

ℎ
𝑠=
sin 𝜃
Where h is the height from the ground to the trailer and 𝜃 is the angle of the ramp with respect to the ground. A
customer rented a truck where the height from the ground to the trailer is 4 feet.

A. What is the length of the ramp if it has an inclination of 25°?

B. Using the same truck, one person adjusted the ramp so that its length was 5 feet, estimating an angle of
inclination of 20°. Is it possible for the ramp to reach the height needed to connect to the trailer under these
conditions?
C. Based on the above answer, how long would the ramp need to be to keep the 20° angle fixed?

D. If we keep the length of the ramp, what adjustments would you make to the angle of inclination?
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 14 Application Problem #1

Another student comes to you for help on an assignment. They tell you the following:

“My calculator has a broken 𝑐𝑜𝑠 button, but I know that the cofunction identities work. I tried using them but keep
𝜋
getting my answers wrong. I start by taking 2 and then subtract the 𝑠𝑖𝑛 of the angle, 𝜃. My calculator and problem
are in radians, so I know that can’t be the problem. Could you help me?”

What is happening? How would you help your classmate?

 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 14 Application Problem #2

Your friend is working on building a computer. They know that you are good with math, so they come to you asking
for help.

“I know that the base of my computer monitor will be 24 inches long, and I have heard that having an angle of 28
degrees between the base and the top corner makes for a comfortable screen size. I think that the height of the
screen should be 16 inches tall. Is that right?“
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 14 Application Problem #3

The Moon follows a periodic pattern of rising and setting around the Earth. Below is a simplified representation of
the moon’s brightness over a 24-hour period from a textbook.

The maximum represents when the Moon is at its brightest. The minimum represents when the Moon is
completely out of view on the opposite side of the Earth. The graph has two x-intercepts. One at (5, 0) and the
𝜋
other at (20, 0). The textbook has labeled the graph with the function 𝑓 𝑥 = sin(15 𝑥 − 5). Is the textbook
correct? If it is not correct, what function should the textbook have? Hint: Recall that you can calculate the period
and phase shift of a function when it is in the form 𝑓 𝑥 = 𝐴 sin 𝐵𝑥 + 𝐶 + 𝐷.
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 14 Application Problem #4

𝜋
Suppose the function 𝑓 𝑡 = 2 tan( 4 𝑡) marks the distance in the movement of a light beam from the top of a
police car across a wall where 𝑡 is the time in seconds and 𝑦 is the distance in feet from a point on the wall directly
across from the police car.

A. Find and interpret the stretching factor and period.

B. Graph on the 𝑡 interval [0, 5]
C. Evaluate 𝑓(1) and discuss the function’s value at that input.

D. Someone examining the graph claims that 𝑓 2 = 2 because there is an asymptote at 𝑡 = 2. Are they correct?
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 15 Application Problem #1

You and a friend are working together on a math assignment and checking that you both arrive at the same
answer. When you finish the first problem, you arrive at the answer:

csc(𝜃) cos 𝜃 + sec(𝜃)

Your friend, however, ends up with the answer:

1
cot(𝜃) +
cos(𝜃)

A. Did one of you do the problem wrong? How can you tell? Provide an argument as to why or why not.
B. Produce a third trigonometric expression which is equivalent to the first expression.

Hint: Try graphing both solutions.

 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 15 Application Problem #2

The Passo Stelvio is one of the hardest stages of the Giro D'Italia. This race has a distance of 21.5 km, starting from
1215 m above sea level and finishing at 2758 m. The following image is the altimetry of the last 4.5 km of the
stage:

The percentages indicate the slope of the ramp and are calculated by the formula:

𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝐴𝑙𝑡𝑖𝑡𝑢𝑑𝑒
𝑆𝑙𝑜𝑝𝑒 % = ∙ 100
𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒

A. How do you interpret the three colors in the graph?

B. How do you obtain the percentage of inclination in each interval? Verify each of the percentages using the
formula shown.
C. What trigonometric function does the slope formula resemble? Why?

D. Calculate the angles in degrees of each of the ramps in the graph.

 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 15 Application Problem #3

In XYZ Moving's boardroom a projector has been placed on the table tilted up at an 𝛼 angle so that the bottom of
the screen is 𝑥 feet above the level of the projector as shown in the image.

In XYZ Moving's boardroom a projector has been placed on the table tilted up at an 𝛼 angle so that the bottom of
the screen is 𝑥 feet above the level of the projector as shown in the image.

A. If the projector is at a distance 𝑑 = 16𝑓𝑡 from the wall, is tilted 𝛼 = 15° and the height of the screen is 𝑦 =
9.8𝑓𝑡 , calculate the angle 𝛽 formed by the light beams of the projector. (Hint: Let 𝜃 = 𝛽 + 𝛼)
B. Using a trig function of your choice, what is the length of the hypotenuse of the triangle with legs 𝑑 and 𝑥
C. Using a different trig function of your choice, what is the length of the hypotenuse of the triangle with legs 𝑑
and y + 𝑥?
 Precalculus: Part 1
Module 13, 14 & 15 Application Problems

Module 15 Application Problem #4

As the world’s foremost authority on relics from ancient cultures, you have been invited on an expedition to
recover lost artifacts from a remote island. Your expedition has been staying in a small village but is ready to head
out today. The expedition director claims that the company should head 14 kilometers due East and then an
additional 18 kilometers due South to reach the island, but you know it would be shorter to head in a straight line
for the island.

A. Which inverse trig function(s) would be helpful in this situation?

B. What angle should you turn so as to get to the island in a straight line?
C. How much shorter will the straight-line path be to one decimal place?
 Precalculus: Part 1
Module 13, 14& 15 Application Problems

Reflection Question: Repair and Present an Argument

The steps to organize an argument are as follows:

• Add better evidence.

• Strengthen the logic.
• Increase the emotional connection.
• Change the claim or conclusion.
• Apply the principles from organizing, examining, and repairing an argument.
• Clearly share the information from the organizing, examining, and repairing steps of the process in a
logical, step-by-step way.
• Connect with the audience.
• Use an appropriate writing or speaking style.

Each of the application questions in this module require you to repair them in some way. Explain how the
questions were weak or incorrect and what strategies you used to repair them.

Consider the questions you answered in this module. Apply the strategies of presenting an argument to
solving them.