Our measures of the oval have given us a rough idea of what the perimeter and area is, however; it is not completely accurate. The reason for this is that we have figured out a very accurate perimeter for an irregular polygon inside the oval, but the perimeter of the oval will be greater than this because it is quite a lot larger (as we see in all the diagrams). The task we had to carry out, however; for both the transverse, radial and hall diagram is very reasonably done because our measures for each angle and triangle add up to each other and the perimeter found from the radial and transverse survey are almost the same as each other.

The transverse survey reveals the perimeter to be 316. 19m and the radial survey suggests that the perimeter is 315. 14m. Furthermore, to prove that the radial survey is accurate, all the 5 angles from around the oval add up to 360? which is essential to the results of the radial survey being accurate. Our measurements for the height of the Minnamurra hall are accurate as well . This is because we used a trundle wheel to measure the distance of the line from the base of the wall to where we were measuring and we pointed the clinometer to the top of the hall and carefully checked the angle from the ground to the roof to find that it was 38?.

We drew this diagram up by using a simple right-angled triangle and labelling it’s base as being 13m and the small angle as being 38?. We used ‘x’ to represent the height of the wall of the hall. We figured out that ‘x’ is 10. 16m by using simple right-angled trigonometry. The are many ways in which the final result for our measures could be improved. Firstly, one could simply get a trundle wheel and wheel it around the oval to get a much more accurate perimeter.

This however; would be too lazy and un-mathematical and it would not give the thrill of using trigonometry to figure out sides and angles. There would also be ways in which you could use knowledge of sectors of a circle to figure out the length of different arcs of the oval. It would be a lot harder but would be much more accurate than just using trigonometry. Our way of using trigonometry on the school oval could also be used to work out lots of other problems. For example, you could use trigonometry in javelin throwing.

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Most times a javelin is thrown, it does not go exactly in a straight line down the field. People often throw it a few metres of target because power is their main priority not aim. The recorded results show how far up the field the javelin has gone, but it doesn’t show the displacement of the javelin from the thrower. Simple trigonometry could be used to determine how far the javelin really went by using different tools to measure the angle from the thrower to javelin and also having the recorded result.

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