Dissertations / Theses on the topic 'Applications of trigonometry'

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Desde a antiguidade, a Trigonometria vem se destacando por sua utilidade na resolução de problemas da humanidade, principalmente para modelar fenômenos de natureza periódica, oscilatória ou vibratória, os quais existem no universo. No Ensino Básico, espera-se que os alunos saibam utilizar a Matemática para resolver problemas práticos do cotidiano. Dessa forma, o principal objetivo deste trabalho é apresentar um conjunto de aplicações da trigonometria em diversas áreas do conhecimento. Inicialmente aborda-se as definições, teoremas e propriedades da trigonometria. Por fim, apresentase um acervo de aplicações, no qual servirá como um referencial para os professores e alunos que desejarem explorar esse rico e próspero campo da Matemática.
Since the beginnings, the trigonometry come if highlighting for its usefulness in solving the problems of humanity, especially for modeling of phenomena of periodic nature, oscillating or vibrating, which exist in the universe. In Basic education, it is expected that students know how to use mathematics to solve practical everyday problems. Thus, the main objective of this dissertation is to present a set of applications of trigonometry in various areas of knowledge. Initially presents the definitions, theorems and properties of trigonometry. Finally, we present a set of applications, which will serve as a reference for teachers and students who wish to explore this rich and prosperous field of mathematics.

Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed December 14, 2005. Dissertation Committee: Michael J. Plantholt (chair), Lynn H. Brown, John A. Dossey, Patricia H. Klass, Beverly S. Rich, Linnea I. Sennott. Includes bibliographical references (leaves 187-194) and abstract. Also available in print.

In this thesis we present a range of different knot theories and then generalise them. Working with this, we focus on biquandles with linear and quadratic biquandle functions (in the quadratic case we restrict ourselves to functions with commutative coefficients). In particular, we show that if a biquandle is commutative, the biquandle function must have non-commutative coefficients, which ties in with the Alexander biquandle in the linear case. We then describe some computational work used to calculate rack and birack homology.

In PG(2; q), the projective plane over the field Fq of q elements, a (k; n)-arc is a set K of k points with at most n points on any line of the plane. When n = 2, a (k; 2)-arc is called a k-arc. A fundamental question is to determine the values of k for which K is complete, that is, not contained in a (k + 1; n)-arc. In particular, what is the largest value of k for a complete K, denoted by mn(2; q)? This thesis focusses on using some algorithms in Fortran and GAP to find large com- plete (k; n)-arcs in PG(2; q). A blocking set B is a set of points such that each line contains at least t points of B and some line contains exactly t points of B. Here, B is the complement of a (k; n)-arc K with t = q +1 - n. Non-existence of some (k; n)-arcs is proved for q = 19; 23; 43. Also, a new largest bound of complete (k; n)-arcs for prime q and n > (q-3)/2 is found. A new lower bound is proved for smallest size of complete (k; n)-arcs in PG(2; q). Five algorithms are explained and the classification of (k; n)- arcs is found for some values of n and q. High performance computing is an important part of this thesis, where Algorithm Five is used with OpenMP that reduces the time of implementation. Also, a (k; n)-arc K corresponds to a projective [k; n; d]q-code of length k, dimension n, and minimum distance d = k - n. Some applications of finite geometry to operational research are also explained.

Made available in DSpace on 2015-03-26T14:00:06Z (GMT). No. of bitstreams: 1 texto completo.pdf: 6001989 bytes, checksum: 60a3e0d6e25d2e648e1c950a28c07369 (MD5) Previous issue date: 2013-08-12
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation aims to present a methodology for teaching the basic contents of Trigonometry in Basic Education focusing on its historical development and contemporary applications. For we present the contents that we believe to be the basic for this stage of education, addressing the trigonometry of the right-angled triangle, of an arbitrary triangle and of the trigonometric unit circle. We present a brief account of the historical development of Trigonometry, its close relationship with the development of Astronomy and also some of its applications in the present time. We introduct what the proposed and existing curriculum guidelines proposed by the federal and state governments suggest for the teaching of Trigonometry in Basic Education and how this content is covered in textbooks. We present a didactic sequence as methodological proposal with activities that use multimedia, clippings of the History of Mathematics and practical activities.
Esta dissertação tem o objetivo de apresentar uma proposta metodológica para o ensino dos conteúdos básicos de Trigonometria na Educação Básica com foco em sua evolução histórica e aplicações contemporâneas. Para isso apresentamos o conteúdo que julgamos básico para essa etapa de escolarização, abordando a trigonometria do triângulo retângulo, nos triângulos quaisquer e no círculo trigonométrico. Trazemos um breve relato do desenvolvimento histórico da Trigonometria, sua relação estreita com o desenvolvimento da Astronomia e também algumas de suas aplicações na atualidade. Apresentamos o que as propostas e orientações curriculares vigentes propostas pelos governos federal e estadual sugerem em termos do ensino de Trigonometria na Educação Básica e como este conteúdo é abordado nos livros didáticos. Trazemos uma sequência didática como proposta metodológica com atividades que utiliza recursos multimídia, recortes da História da Matemática e atividades práticas.

Neste trabalho fazemos um estudo detalhado sobre o tema Trigonometria. A trigonometria é um tema bastante discutido em sala de aula durante o ensino médio. Não apenas apresentamos resultados sobre o tema mas também suas provas e justificativas, assim como exemplos e exercícios com o objetivo de ter um material completo para professores do ensino médio que desejem estudar tais tópicos. Em seguida apresentamos algumas aplicações da Trigonometria que podemos encontrar em nosso dia-a-dia, também aqui o objetivo é apresentar motivação para o estudo deste importante assunto e tão frequente nos vestibulares atualmente. Finalmente, apresentamos uma atividade realizada com meus alunos em sala de aula. Esta dissertação foi desenvolvida como parte dos requisitos necessários para a obtenção do título de mestrado acadêmico junto ao Instituto de Ciências Matemáticas e de Computação (ICMC), da Universidade de São Paulo (USP).
In this dissertation we present a detailed study about Trigonometry. This subject is frequently discussed em classes during High school courses. We do not only present the main results about Trigonometry but also their proofs, as well examples and exercises. Our main objective here is obtain a complete text for high school teachers. We also present some applications of Trigonometry that can be easily find in our life. Here our main objective is to motivate the study of this important subject that appears so frequently in the exams for universities entrance. To conclude, we present an activity realized with high school students. This dissertation was developed as part of the requirements necessary for the obtension of the degree of Mathematics Professional Master at Instituto de Ciências Matemáticas e de Computação da Universidade de São Paulo (ICMC-USP).

Made available in DSpace on 2017-07-21T20:56:28Z (GMT). No. of bitstreams: 1 Fabiana Reis.pdf: 2755681 bytes, checksum: e3dc0c10579da17a989cb45f6078d987 (MD5) Previous issue date: 2016-02-26
The trigonometry has many applications not only in mathematics, but in different areas. Some problems can only be resolved with the use of its concepts. This paper presents a historical survey of the emergence of trigonometry, first, as a part of astronomy, after opening as a part of mathematics. Therefore, we engage the leading mathematicians and their contributions to obtain trigonometry as it currently is. We include the main settings, their properties, some demonstrations and also the trigonometric functions as a way to deepen their knowledge on the subject. Is out finally, some applications of trigonometric concepts in various areas in order to show that trigonometry goes far beyond simple repetitions of exercises in the classroom.
A trigonometria tem muitas aplicações não apenas em Matemática, mas em diversas áreas. Alguns problemas só podem ser resolvidos com o uso de seus conceitos. Neste trabalho apresenta-se um levantamento histórico sobre o surgimento da trigonometria, primeiramente, como uma parte da astronomia, depois se abrindo como uma parte da matemática. Para tanto, envolvemos os principais matemáticos e suas contribuições até obtermos a trigonometria como ela é atualmente. Incluímos as principais definições, suas propriedades, algumas demonstrações e também as funções trigonométricas como forma de aprofundar o conhecimento sobre o tema. Destacam-se, por último, algumas aplicações dos conceitos trigonométricos nas diversas áreas com o objetivo de mostrar que a trigonometria vai muito além de simples repetições de exercícios em sala de aula.

In the projective space PG(k−1; q) over Fq, the finite field of order q, an (n; r)-arc K is a set of n points with at most r on a hyperplane and there is some hyperplane meeting K in exactly r points. An arc is complete if it is maximal with respect to inclusion. The arc K corresponds to a projective [n; k;n − r]q-code of length n, dimension k, and minimum distance n − r; if K is a complete arc, then the corresponding projective code cannot be extended. In this thesis, the n-sets in PG(1; 19) up to n = 10 and the n-arcs in PG(2; 19) for 4 B n B 20 in both the complete and incomplete cases are classified. The set of rational points of a non-singular, plane cubic curve can be considered as an arc of degree three. Over F19, these curves are classified, and the maximum size of the complete arc of degree three that can be constructed from each such incomplete arc is given.

Os caleidociclos têm sido utilizados como forma artística de apresentação de imagens, pinturas ou como parte de trabalhos artísticos, principalmente de imagens com simetrias; talvez os mais conhecidos sejam os trabalhos de M. C. Escher. As poucas publicações encontradas da teoria matemática envolvida nos caleidociclos dão base para imaginar e criar aplicações no desenvolvimento de habilidades e competências trabalhadas na escola. Para aumentar as possibilidades de aplicações de conceitos, teoremas e relações matemáticas estudadas no ensino básico, o presente trabalho apresenta algumas propostas de atividades utilizando os caleidociclos. As propostas foram elaboradas de acordo com o nível de ensino, ou seja, simetrias para o 7o ano, teorema de Pitágoras para os 8o e 9o anos do Ensino Fundamental, lei dos cossenos e relação fundamental da trigonometria para a 1a série e volume e área de superfície de sólidos geométricos para 2a série do Ensino Médio; algumas das propostas apresentam variações para se adequar ao nível de desenvolvimento em que a turma se encontra. Todos os moldes utilizados e outras possibilidades de caleidociclos, incluindo sólidos encaixantes aos caleidociclos, foram organizados ao final deste trabalho em um dos apêndices. Há também um apêndice com outros tipos de sólidos geométricos com movimentos, que podem ser usados no mesmo intuito de aplicação diferenciada da geometria espacial.
Kaleidocycles have been used asan artistic formof presentation of pictures, paintings or a part of artworks, especially images with symmetries; perhaps the best known works are M. C. Eschers. The few finded publications of the mathematical theory related to these three-dimensional rings give rise to imagine and create applications for developing skills to be worked in classroom. In order to increase the possibility of applications of concepts, theorems and mathematical relations, the present work proposes some activities dealing with kaleidocycles. The proposals were prepared in accordance with the students level of education, i.e., symmetries for the7th grade, the Pythagorean theorem for the 8th and 9th grades, law of cosines and the fundamental relation of trigonometry, volume and surface area of geometric solids for high school students; some of the proposals have variations to suit the level of development in which the class is at. All the molds used and other possibilities of kaleidocycles, including solids which fit into kaleidocycles, were organized at the end of this dissertation in one of the appendices. There is also an appendix with other types of mobile geometric solids that can be used in the same purpose in different applications of spatial geometry.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-19T18:45:56Z No. of bitstreams: 1 Dissertação-Wagner Gomes Barroso Abrantes.pdf: 6959158 bytes, checksum: 5c58a6988615f58002fe8fe195b57d48 (MD5)
Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T18:51:39Z (GMT) No. of bitstreams: 1 Dissertação-Wagner Gomes Barroso Abrantes.pdf: 6959158 bytes, checksum: 5c58a6988615f58002fe8fe195b57d48 (MD5)
Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T19:03:08Z (GMT) No. of bitstreams: 1 Dissertação-Wagner Gomes Barroso Abrantes.pdf: 6959158 bytes, checksum: 5c58a6988615f58002fe8fe195b57d48 (MD5)
Made available in DSpace on 2015-07-06T19:03:08Z (GMT). No. of bitstreams: 1 Dissertação-Wagner Gomes Barroso Abrantes.pdf: 6959158 bytes, checksum: 5c58a6988615f58002fe8fe195b57d48 (MD5) Previous issue date: 2015-01-12
Não Informada
The periodic functions are a topic of enormous importance for the High School. This Labor Completion of course covers the basics for understanding the topic, the characteristics of these functions and those with whom students have contact in basic education. The use of computational resources in the teaching of Periodic Functions and their applications are also part of the research.
As funções periódicas constituem um tema de enorme relevância para o Ensino Médio. Este Trabalho de Conclusão de Curso aborda os conceitos básicos para a compreensão do tema, as características dessas funções e aquelas com as quais os alunos tem contato na educação básica. O emprego dos recursos computacionais no ensino das Funções Periódicas e suas aplicações também fazem parte da pesquisa.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-08T18:50:12Z No. of bitstreams: 1 DissDHS.pdf: 3170464 bytes, checksum: cfae0649356e8b7478a4a18f918bdf3b (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T17:37:32Z (GMT) No. of bitstreams: 1 DissDHS.pdf: 3170464 bytes, checksum: cfae0649356e8b7478a4a18f918bdf3b (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T17:37:45Z (GMT) No. of bitstreams: 1 DissDHS.pdf: 3170464 bytes, checksum: cfae0649356e8b7478a4a18f918bdf3b (MD5)
Made available in DSpace on 2016-09-12T17:37:51Z (GMT). No. of bitstreams: 1 DissDHS.pdf: 3170464 bytes, checksum: cfae0649356e8b7478a4a18f918bdf3b (MD5) Previous issue date: 2015-06-25
Não recebi financiamento
The Brazilian high school, particularly in São Paulo State, has as general objectives the deepening the concepts studied in elementary school, making the student able to continue their studies in higher education and / or vocational courses. In addition, objective the development of critical student's ability to use the mathematical knowledge / concepts studied to understand and solve real situations of their daily lives. However, it is common to see in our schools, students subjected only to the resolution of repetitive exercises, called by George Polya of "routine problems". Consequently, the development of their criticality and their logical / deductive reasoning are affected, not to say, forgotten as goals to be achieved. The research, at the level of Professional Master Degree, reported here was aimed at the "investigation of possible contributions to a methodology based on Problem Solving Theory may have towards the teaching and learning process of trigonometric functions, as well as with the development of mathematical reasoning students of the 2nd year of high school". To this end, it was formulated three issues to be investigated during the course of the research. Are they: (1st) What should be done to generalize the concept of trigonometric ratio (sine, cosine and tangent), studied in the right triangle to the trigonometric cycle? (2nd) How should the transition be held generalization preceded the trigonometric cycle for the study of trigonometric functions in the Cartesian plane in a logical and deductive way? (3rd) What is the contribution that this research brought to my teacher training in math, methodological and didactic perspectives? The investigation results show that the involvement of students in the search for solutions to the problems posed, increased understanding of mathematical concepts worked as well as their application in their everyday situations. Finally, from the my professional training perspective, the research has shown that, when driving the Teaching Process and Learning of Mathematics, from problems "non-routine" and contextualized, the chances of improvement in the understanding and application of mathematical concepts worked as well, interest and involvement of students increased significantly.
O ensino médio brasileiro, em particular no Estado de São Paulo, tem como principais objetivos gerais o aprofundamento dos conceitos estudados no Ensino Fundamental, tornando o aluno capaz de prosseguir com seus estudos no Ensino Superior e/ou em Cursos Profissionalizantes. Além disso, objetiva o desenvolvimento da capacidade crítica do aluno para que esse se utilize dos conhecimentos/conceitos matemáticos estudados para compreender e resolver situações reais de seu cotidiano. Entretanto, é comum observarmos, em nossas escolas, os alunos serem submetidos apenas à resolução de exercícios repetitivos, denominados por George Polya de "problemas rotineiros". Em consequência, o desenvolvimento de sua criticidade e de seu raciocínio lógico/dedutivo ficam prejudicados, para não dizer, esquecidos como objetivos a serem atingidos. A pesquisa, em nível de Mestrado Profissionalizante, aqui relatada tem como objetivo central a “investigação das possíveis contribuições que uma metodologia baseada na Técnica de Resolução de Problemas pode ter para com o processo de ensino e aprendizagem de funções trigonométricas, bem como para com o desenvolvimento do raciocínio matemático de alunos da 2ª série do Ensino médio”. Para tal, foram formuladas três questões a serem investigadas durante o transcorrer da pesquisa. São elas: (1ª) Como deve ser realizada a generalização do conceito de razão trigonométrica (seno, cosseno e tangente), estudado no triangulo retângulo, para o ciclo trigonométrico? (2ª) Como deve ser realizada a transição da generalização procedida do ciclo trigonométrico para o estudo das funções trigonométricas no plano cartesiano, de forma lógica e dedutiva? (3ª) Qual a contribuição que essa pesquisa trouxe para com a minha formação docente, nas perspectivas matemática, didática e metodológica?Os resultados da pesquisa mostram que o envolvimento dos alunos na busca das soluções dos problemas propostos, aumentou a compreensão dos conceitos matemáticos trabalhados, bem como a aplicação deles em situações do cotidiano desses alunos. Finalmente, para minha formação profissional, a pesquisa mostrou que, ao conduzir o Processo de Ensino e Aprendizagem da Matemática, a partir de problemas "não rotineiros" e contextualizados, as chances de melhora na compreensão e aplicação dos conceitos matemáticos trabalhados, bem como, do interesse e do envolvimento dos alunos aumentaram significativamente.

碩士
國立中山大學
應用數學系研究所
98
Chapter 1 presents the definitions and basic properties of trigonometric functions including: Sum Identities, Difference Identities, Product-Sum Identities and Sum-Product Identities. These formulas provide effective tools to solve the problems in trigonometry. Chapter 2 handles the most important two theorems in trigonometry: The laws of sines and cosines and show how they can be applied to derive many well known theorems including: Ptolemy’s theorem, Euler Triangle Formula, Ceva’s theorem, Menelaus’s Theorem, Parallelogram Law, Stewart’s theorem and Brahmagupta’s Formula. Moreover, the formulas of computing a triangle area like Heron’s formula and Pick’s theorem are also discussed. Chapter 3 deals with the method of superposition, inverse trigonometric functions, polar forms and De Moivre’s Theorem.

碩士
國立中山大學
資訊工程學系研究所
96
In addition to the previous pipelined floating-point CORDIC design, three different architectures supporting both CORDIC rotation mode and vectoring mode are proposed in this thesis. Detailed analysis and comparison of these architectures are addressed in order to choose the best architecture with minimized area cost and computation latency given the required bit accuracy. Based on the comparison, we have chosen the best architecture and implemented an IEEE single precision floating-point CORDIC processor. The mathematical analysis of the computation errors is done to minimize the bit width of the composing arithmetic components during implementation. The comparison results of different architectures also serve as a general guideline for the design of floating-point sine/cosine units. Finally, we study the application of the floating-point CORDIC to 3D graphics acceleration.

博士
國立交通大學
電子工程系所
97
In this dissertation, four trigonometric function techniques and their applications are proposed. They are a two-level table lookup (TLTL) scheme, a successive mid-point interpolation (SMPI) algorithm, a radix-16 on-line scale factor compensation coordinate rotation digital computation algorithm (OSC-CORDIC), and an on-line optimized rotation sequence CORDIC algorithm (ORS-CORDIC). The proposed TLTL algorithm only needs a table size of about 2n/4+1 words and around 2.6n n-bit addition operations (where n is output precision) to compute both sine and cosine values simultaneously. The proposed SMPI trigonometric function generator is regular and suitable for pipelined design. It only needs a table size of words (where m is the adopted approximation order) and n-bit addition operations. Besides, it can also be applied to other elementary functions, such as exponential functions, hypertrigonometric functions, and logarithm functions. Due to the regular structure of the proposed SMPI technique, all these functions can be realized by the same computation engine. For the proposed OSC-CORDIC and ORS-CORDIC algorithms, since CORDIC algorithms was invented for vector rotation, they are suitable for clock frequency offset compensation (CFO) and fast Fourier transformer (FFT) needed in communication applications. Both algorithms require a table size of about 2n/3 words and around 3.5n and 1.6n n-bit addition operations, respectively, to compute both sine and cosine values simultaneously, including the scale-factor compensation. We also conducted theoretical analysis of finite word-length error analyses. It is concluded that only , , and bits are enough in the fixed-point operations for the proposed 0th-order, 2nd-order SMPI algorithms, and two CORDIC algorithms to achieve outputs with n-bit precision. Simulations also confirm the derived results. For the 16-bit design examples of the proposed TLTL and SMPI algorithms, they show that in average more than 96 dB of SNR and 100 dBc SFDR (spurious-free dynamic range) are achieved for the applications of digital frequency synthesizer (DDFS). The proposed TLTL and SMPI techniques are applied to DDFS designs for soft-defined-radio (SDR) systems, while the proposed OSC-CORDIC and ORS-CORDIC techniques are applied to CFO and FFT/IFFT designs, respectively, for dual-standard 802.11n/802.16e 2X2 MIMO transceiver design, and are verified with our HeRMes SDR and SoC fast prototyping platform. Finally, we implement the dual-standard 802.11n/802.16e 2X2 MIMO transceiver SoC chip based on UMC 90nm low-power cell library. The total area is 3142047μm2 and the power consumption is 288mW and 387mW in 802.11n mode and 802.16e mode from simulation, respectively.

碩士
國立中興大學
應用數學系所
105
This research aims to study the problem solving process of trigonometric function word problems among vocational high school freshmen with different mathematics achievements. Thinking aloud method and interview were used as the data collection instruments to investigate their math problem solving process, math problem solving strategy and factors influencing successfulness of problem solving. The major findings of this study are summarized as follows: 1. Problem solving process: Subjects’ problem solving processes are roughly separated into 5 steps: reading questions, analyzing the questions, making plans to solve the questions, carrying out the plans, verification and checking. 2. Problem solving strategies: subjects used several strategies including recalling mathematical experiences, logical reasoning, applying algebra, reviewing process, making charts, simplifying questions…etc. 3. Factors influencing successfulness of problem solving (1) Problem solving knowledge domain a. Semantic knowledge: Able to understand the questions, grasp the keynote of the questions and analyze the meaning of the questions. b. Schemata knowledge: Able to extract useful information from the context of the questions. c. Strategic knowledge: Able to apply various applicable knowledge to plan and monitor problem solving process. d. Procedural knowledge: Able to apply features, theorems and formulas of trigonometric functions to calculate and solve correctly. (2) Metacognition domain: Including self-awareness, self-prediction and self-evaluation. (3) Affective attitude domain: Subjects’ confidence and patience had influence on problem solving. Finally, according to the research findings, suggestions for mathematics teaching and future research are provided, hoping to serve as a reference for future instructors and researchers.