IBMYP Mathematics – Year 10

Wheelchair Ramps – Right Angled Trigonometry

CRITERION D – CALCULATORS ARE REQUIRED

2 x 50 minutes

Name:_________________________

INSTRUCTIONS TO CANDIDATES

 Answer all questions in the spaces provided.

 Calculators are allowed in this paper.
 Tools required: rulers and protractors.
 Use black or blue pen for answering questions and use pencil for drawing graphs.

COMMAND TERMS Identify, Select, Apply, Discuss, Explain, Justify

Criterion Maximum Level Level Achieved

Communicating in
8
Mathematics
Applying Mathematics in
8
real-life contexts

Student is able to:

TEACHER COMMENTS  apply the concepts of Right Angled Triangle Trigonometry to
real life situations

(Teacher’s Signature)

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 MYP CRITERIA

Criterion C: Task Specific Clarification

Communicating in Mathematics

The student does not reach a standard described by any of the The student does not reach a standard described by any of the
0
descriptors below. descriptors below.
The student is able to:
(i) use limited mathematical language 1 The student uses limited mathematical forms and
(ii) use limited forms of mathematical representation to terminologies in the calculation process of finding the
present information dimensions for a safe wheelchair ramp.
(i) communicate through lines of reasoning that are
1-2 2 The student uses limited mathematical forms and
difficult to interpret
terminologies in the calculation process of finding the
dimensions for a safe wheelchair ramp and attempts to
write some lines of reasoning that are difficult to
interpret.

The student is able to:

(i) use appropriate mathematical language 3 The student uses appropriate mathematical forms and
(ii) use appropriate forms of mathematical representation to terminologies adequately and writes lines of reasoning
present information adequately that are complete, but still lack of organization of the
(iii) communicate through lines of reasoning that are
presentation of the work.
3-4 complete
(i) adequately organise information using a logical 4 The student uses appropriate mathematical forms and
structure terminologies adequately, writes lines of reasoning that
are complete, and presents the work in an organized
way.

The student is able to:

(i) usually use appropriate mathematical language 5 The student mostly uses appropriate mathematical forms
(ii) usually use appropriate forms of mathematical and terminologies adequately, writes lines of reasoning
representation to present information correctly that are complete, presents the work in an organized
(iii) usually move between different forms of
way, and implements the calculation results into a
mathematical representation
(iv) communicate through lines of reasoning that are diagram.
5-6
complete 6 The student mostly uses appropriate mathematical forms
(v) present work that is usually organized using a logical and terminologies adequately, writes lines of reasoning
structure. that are complete, presents the work in an organized
way, and implements the calculation results into a
diagram along with correct labels of the length of sides.

The student is able to:

(i) consistently use appropriate mathematical language 7 The student mostly uses appropriate mathematical forms
(ii) use appropriate forms of mathematical representation to and terminologies adequately, writes lines of reasoning
consistently present information correctly
that are complete, presents the work in an organized
(iii) move effectively between different forms of
mathematical representation way, and implements the calculation results into a 3D
(iv) communicate through lines of reasoning that are diagram along with correct labels of the length of sides.
7-8 complete, coherent and concise 8 The student mostly uses appropriate mathematical forms
(v) present work that is usually organized using a logical and terminologies adequately, writes lines of reasoning
structure that are complete, presents the work in an organized
way, and implements the calculation results into a 3D
diagram along with correct labels and consistent scale of
the length of sides.

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 Criterion D Task Specific Clarification
Applying Mathematics in Real Life Contexts
The student does not reach a standard described by any The student does not reach a standard described by any
0
of the descriptors below. of the descriptors below.
The student is able to:
(i) identify some of the elements of the authentic 1 The student is able to identify the elements
real-life situation required to build a ramp, which complies the
(ii) apply mathematical strategies to find a solution to ADA guidelines.
1–2 the authentic real-life situation, with limited
2 The student is able to identify and apply the
success
mathematical strategies in designing a safe ramp,
with limited success.

The student is able to:

(i) identify the relevant elements of the authentic 3 The student is able to identify the elements
real-life situation required to build a ramp, select and apply
(ii) select, with some success, adequate mathematical adequate mathematical strategies with some
strategies to model the authentic real-life situation
success.
(iii) apply mathematical strategies to reach a solution
to the authentic real-life situation 4 The student is able to identify the elements
3–4
(iv) discuss whether the solution makes sense in the required to build a ramp, select and apply
context of the authentic real-life situation adequate mathematical strategies with some
success and discuss whether the design satisfies
the requirement from ADA guidelines.

The student is able to:

(i) identify the relevant elements of the authentic 5 The student is able to identify the relevant
real-life situation elements required to build a ramp, select and
(ii) select adequate mathematical strategies to model apply adequate mathematical strategies to get
the authentic real-life situation
some valid solutions, and explain the assumption
(iii) apply the selected mathematical strategies to reach
a valid solution to the authentic real-life situation and decision whether the design satisfies the
(iv) explain the degree of accuracy of the solution requirement from ADA guidelines.
5–6
(v) explain whether the solution makes sense in the 6 The student is able to identify the relevant
context of the authentic real-life situation elements required to build a ramp, select and
apply adequate mathematical strategies to get all
valid solutions, and explain the assumption and
decision whether the design satisfies the
requirement from ADA guidelines.

The student is able to:

(i) identify the relevant elements of the authentic 7 The student is able to identify the relevant
real-life situation elements required to build a ramp, select and
(ii) select appropriate mathematical strategies to apply adequate mathematical strategies to get all
model the authentic real-life situation
valid solutions that can be seen in the proposal
(iii) apply the selected mathematical strategies to reach
a correct solution to the authentic real-life clearly, and the design can be justified with the
situation sketch of the ramp.
7–8 (iv) justify the degree of accuracy of the solution 8 The student is able to identify the relevant
(v) justify whether the solution makes sense in the elements required to build a ramp, select and
context of the authentic real-life situation apply adequate mathematical strategies to get all
valid solutions that can be seen in the proposal
clearly, and the design can be justified with the
consistent scaled sketch of the ramp.

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 WHEELCHAIR RAMPS

You have been assigned to design an access ramp, which complies with the Americans
with Disabilities Act (ADA) requirements, for an entry that is 75 cm above ground level.
The area of rectangular space provided by the building manager is 18 m2. Your client has
asked you to design a ramp and to determine costs, using local pricing for concrete ramps.

Height

Base
Specifications: Here are the relevant excerpts from Section 4.8 “Ramps” of the ADA
Guidelines for Buildings and Facilities:

1.8.1 General. Any part of an accessible route with a slope greater than 1:20 shall be
considered a ramp and shall comply with the ADA guidelines.

1.8.2 Slope and Rise. The least possible slope shall be used for any ramp. The
maximum slope of a ramp in new construction shall be 1:12.

4.8.3 Clear Width. The minimum clear width of a ramp shall be 36 in (915 mm).

4.8.5 Handrails. If a ramp run has a rise greater than 6 in (150 mm) or a horizontal
projection greater than 72 in (1830 mm), then it shall have handrails on both
sides.

Tasks:
1. Based on your design and the space available for the run for your ramp, calculate
the length of the ramp itself (in the nearest mm) and show that your slope falls
within the ADA guidelines.

2. Calculate the angle of elevation (𝜃 ) for the ramp.

3. Your client wants a concrete ramp. Calculate how much concrete – in cubic
metres – is needed to build this ramp with a width of 1 metre. If you consider
widths other than 1 metre, explain your reasoning.

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4. Write a proposal to your client with an explanation of your calculations and the
advantages and disadvantages of your ramp design. Based on design and
maintenance considerations, give reasons for why your client would accept your
suggestion. Include a sketch of the ramp you are offering for consideration.

PRICE LIST FOR CONSTRUCTION MATERIAL:

1. Bricks Rp. 750 000.00 per cubic metre
2. Sand Rp. 276 000.00 per cubic metre
3. Cement Rp. 65000.00 per 50 kg
(on average 1kg of cement covers 35 m2)
4. Hollow iron bar Rp 109 000.00 per metre

SPACE FOR WORKING

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SPACE FOR WORKING

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 PROPOSAL
RAMP DESIGN
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SKETCH OF THE RAMP DESIGN

End of Paper

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