Pre-Calculus Activity Sheet

Quarter 2 – MELC 8
(STEM _PC11T-IId-2)

REGION VI – WESTERN VISAYAS

REGION VI – WESTERN VISAYAS

Mathematics – SHS Grade 11 Pre-Calculus
Activity Sheet No. 8
First Edition, 2020

Published in the Philippines

by the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
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the payment of royalties.

This Pre-Calculus earning Activity Sheet is developed by DepEd Region 6 –

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Pre-Calculus Learning Kit

Writer: Rey Joseph E. Espiritu

Illustrator: Patrick T. Lomigo

Layout Artists: Krishea Mae P. Jaruda

Division Quality Assurance Team:
Dr. Julio J. Villalon
Dr. Kim Jay C. Encio
Rosanna A. Daitao

Division of Iloilo Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.
Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Kim S. Arceña
Regional Management Team:
Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Ronald T. Genine,

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Introductory Message

Welcome to Senior High School Grade 11 Mathematics(Pre-Calculus).

The Pre-Calculus Learning Kit is a product of the collaborative efforts of the

Scools Division of Iloilo and DepEd Regional Office VI – Western Visayas through the
Curriculum and Learning Management Division(CLMD). This is developed to guide the
learning facilitators (teachers, parents, and responsible adults) in helping our learners
meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide our learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist learners in acquiring the
lifelong learning skills, knowledge and attitudes for productivity and employment.

For the learning facilitator:

The Learning Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Competency (MELC) with minimal or no face-
to-face encounter between you and learner. This will be made available to the learners
with the references/links to ease the independent learning.

For the learner:

The Learning Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read and
understand the instructions then perform the activities and answer the assessments.
This will be returned to your facilitator on the agreed schedule.

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 Learning Activity Sheet (LAS) (For SHS Mathematics)
School:_________________________________________________________
Name of Learner:_________________________________________________
Grade Level:_____________________________________________________
Section:_________________________________________________________
Date:___________________________________________________________

PRE-CALCULUS ACTIVITY SHEET

Learning Competency
The learners solve situational problems involving circular functions.
STEM _PC11T-IId-2

Generalization

Equations of Simple Harmonic Motion

The displacement 𝑦 (directed height or length) of an object behaving in a simple
harmonic motion with respect to time 𝑡 is given by one of the following equations:

𝒚 = 𝒂 𝐬𝐢𝐧 𝒃(𝒕 − 𝒄) + 𝒅 or 𝒚 = 𝒂 𝐜𝐨𝐬 𝒃(𝒕 − 𝒄) + 𝒅

In both equations, we have the following information:

𝟏
• Amplitude= |𝒂| = 𝟐 (𝑴 − 𝒎) – the maximum displacement above and below the

rest position or central position or equilibrium, where 𝑀 is the maximum height

and 𝑚 is the minimum height;
𝟐𝝅
• Period = |𝒃| – the time required to complete one cycle (from one highest or

lowest point to the next);

|𝒃|
• Frequency= 𝟐𝝅 – the number of cycles per unit of time;

• 𝒄 – responsible for the horizontal shift in time; and

• 𝒅 – responsible for the vertical shift in displacement.

EXAMPLE 1
A weight is suspended from a spring and is moving up and down in a simple
harmonic motion. At start, the weight is pulled down 5 cm below the resting
position, and then released. After 8 seconds, the weight reaches its highest
location for the first time. Find the equation of the motion and locate the weight
with respect to the resting position after 10 seconds since it was released.

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SOLUTION
We are given that the weight is located at its lowest position at 𝑡 = 0; that is, 𝑦 =
−5 when 𝑡 = 0. Therefore, the equation
𝑦 = 𝑎 cos 𝑏(𝑡 − 𝑐) + 𝑑 is 𝑦 = −5 cos 𝑏𝑡.

Because it took the weight 8 seconds from the lowest point to its immediate
highest point, half the period is 8 seconds.
1 2𝜋 𝜋
∙ =8⟹𝑏=
2 𝑏 8
𝑦 = −5 cos 𝑏𝑡
𝜋
𝑦 = −5 cos 𝑡
8

𝜋
At 𝑡 = 10, 𝑦 = −5 cos [ 8 (10)] ⇒ 𝑦 ≈ 3.54

Therefore, the weight is 3.54 cm above the resting position after 10 seconds it
was released.

EXERCISE 1
A weight is suspended from a spring and is moving up and down in a simple
harmonic motion. At start, the weight is pushed up 6 cm above the resting
position and then released. After 14 seconds, the weight reaches again to its
highest position. Find the equation of the motion, and locate the weight with
respect to the resting position after 20 seconds since it was released.

EXAMPLE 2
Suppose you ride a Ferris wheel. The lowest point of the wheel is 3 meters off
the ground, and its diameter is 20 m. After it started, the Ferris wheel revolves at
a constant speed, and it takes 32 seconds to bring you back to the riding point.
After riding for 150 seconds, find your approximate height above the ground.

SOLUTION
We ignore first the fixed value of 3 m off the ground, and assume that the central
position passes through the center of the wheel and is parallel to the ground.

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 Let 𝑡 be the time (in seconds) elapsed that you have been riding the Ferris wheel,
and 𝑦 is the directed distance of your location with respect to the assumed
central position at time 𝑡.
Because 𝑦 = −10 when 𝑡 = 0, the appropriate model is 𝑦 = −10 cos 𝑏𝑡 for 𝑡 ≥ 0.
Given that the Ferris wheel takes 32 seconds to move from the lowest point to
the next, the period is 32.
2𝜋 𝜋
= 32 ⟹ 𝑏 = 16
𝑏

So
𝜋
𝑦 = −10 cos 𝑏𝑡 ⟹ 𝑦 = −10 cos 16 𝑡
𝜋
When 𝑡 = 150, we get 𝑦 = −10 cos [16 (150)] ≈ 3.83

So, you are 3.83 m above the center of the wheel.

Bringing back to the original condition given in the problem that the riding point is
3 m off the ground, after riding for 150 seconds, you are approximately located
3.83+13=16.83 m off the ground.

EXERCISE 2
Suppose the lowest point of a Ferris wheel is 1.5 meters off the ground, and its
radius 15 m. It makes one complete revolution every 30 seconds. Starting at the
lowest point, find a cosine function that gives the height above the ground of a
riding child in terms of the time 𝑡 in seconds.

EXAMPLE 3
A signal buoy in Laguna Bay bobs up and down with the height ℎ of its
transmitter (in feet) above sea level modeled by ℎ(𝑡) = 𝑎 sin 𝑏𝑡 + 𝑑 at time 𝑡 (in
seconds). During a small squall, its height varies from 1 ft to 9 ft above sea level,
and it takes 3.5 seconds from one 9-ft height to the next. Find the values of the
constants 𝑎, 𝑏, and 𝑑.

SOLUTION
The minimum and maximum values of ℎ(𝑡) are 1 ft and 9 ft, respectively. Thus
the amplitude is
1
𝑎 = 2 (𝑀 − 𝑚)
1
𝑎 = 2 (9 − 1)
1 𝒂=𝟒
𝑎 = 2 (8)

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Because it takes 3.5 seconds from one 9-ft to the next, the period is 3.5. Thus

2𝜋 2𝜋 2𝜋 𝟒𝝅
= 3.5 ⇒ 𝑏= ⇒ 𝑏= ⇒ 𝒃=
𝑏 3.5 7 𝟕
2
Because the lowest point is 1 ft above sea level and the amplitude is 4, it follows that

𝒅 = 𝟓.

EXAMPLE 4
A variable star is a star whose brightness fluctuates as observed from Earth. The
magnitude of visual brightness of one variable star ranges from 2.0 to 10.1, and it
takes 332 days to observe one maximum brightness to the next. Assuming that
the visual brightness of the star can be modeled by the equation 𝑦 =
𝑎 sin 𝑏(𝑡 − 𝑐) + 𝑑, 𝑡 in days, and putting 𝑡 = 0 at a time when the star is at its
maximum brightness, find the constants 𝑎, 𝑏, 𝑐, and 𝑑, where 𝑎, 𝑏 > 0 and 𝑐 the
least nonnegative number possible.

SOLUTION
1
𝑎 = 2 (𝑀 − 𝑚)
1
𝑎 = 2 (10.1 − 2.0)

𝒂 = 𝟒. 𝟎𝟓

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 Period: 332
2𝜋
= 332
𝑏
2𝜋
𝑏 = 332
𝝅
𝒃 = 𝟏𝟔𝟔

Vertical shift:
𝑑 =𝑎+𝑚
𝑑 = 4.05 + 2.0
𝒅 = 𝟔. 𝟎𝟓

For the ordinary sine function to start at the highest point at 𝑡 = 0, the least
3𝜋
possible horizontal movement to the right (positive value) is units.
2
3𝜋
𝑏𝑐 = 2
3𝜋
𝑐 = 2𝑏
3𝜋
𝑐= 𝜋
2∙
166

3𝜋
𝑐= 𝜋
83

83
𝑐 = 3𝜋 ∙ 𝜋

𝒄 = 𝟐𝟒𝟗

EXERCISE 3
A signal buoy in Laguna Bay bobs up and down with the height ℎ of its
transmitter (in feet) above sea level modeled by ℎ(𝑡) = 𝑎 sin 𝑏𝑡 + 𝑑 at time 𝑡 (in
seconds). During a small squall, its height varies from 1 ft to 11 ft above sea
level, and it takes 4 seconds from one 11-ft height to the next.
a. Find the equation that models the height of the transmitter.
b. Find the height of the transmitter above sea level at 𝑡 = 2.
c. Find the height of the signal buoy’s transmitter at 𝑡 = 10.5.

EXERCISE 4
A variable star is a star whose brightness fluctuates as observed from Earth. The
magnitude of visual brightness of one variable star ranges from 1.2 to 9.0, and it
takes 450 days to observe one maximum brightness to the next. Assuming that
the visual brightness of the star can be modeled by the equation

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 𝑦 = 𝑎 sin 𝑏(𝑡 − 𝑐) + 𝑑, 𝑡 in days, and putting 𝑡 = 0 at a time when the star is at its
maximum brightness,

a. find the equation that models the visual brightness of the star, where
𝑎, 𝑏 > 0 and 𝑐 the least nonnegative number possible;
b. find the visual brightness of the star at 𝑡 = 400.

ENRICHMENT ACTIVITY
1. In EXAMPLE 2, give a model that describes your height above the ground.
2. In EXERCISE 2, find the height above the ground of a riding child after 105
seconds.
3. Give a cosine function in the form 𝑦 = a cos 𝑏(𝑡 − 𝑐) + 𝑑 equivalent to your
answer in Exercise 3.a.
4. Give a cosine function in the form 𝑦 = a cos 𝑏(𝑡 − 𝑐) + 𝑑 equivalent to your
answer in Exercise 4.a.
5. Watch https://www.youtube.com/watch?v=Gfjnv9GXYn4&t=324s.

Reflection

1. What did you learn in this activity?

2. Which part of this activity was difficult for you to answer? Explain why.
3. What do you think should be done for you to master the competency stated?

Reference: DepEd Teaching Guide for Precalculus

ANSWERS
Exercise 1
𝜋 𝜋 7
Equation: 𝑦 = 6cos 7 𝑡 or 𝑦 = 6 sin 7 (𝑡 + 2)

Location: 5.4 cm below the resting position

Exercise 2
𝜋
𝑦 = 15 cos 15 (𝑡 − 15) + 16.5
𝜋
𝑦 = −15 cos 15 𝑡 + 16.5

Exercise 3
𝜋
a. 𝑦 = 5 sin 2 𝑡 + 6

b. ℎ = 6 ft
c. ℎ ≈ 2.46 ft

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Exercise 4
𝜋
a. 𝑦 = 3.9 sin 200 (𝑡 − 300) + 5.1

b. 9
Enrichment Activity:
𝜋
1. 𝑦 = −10 cos 16 𝑡 + 13 (answers may vary)

2. 31.5 m above the ground

𝜋
3. 𝑦 = 5 cos 2 (𝑡 − 1) + 6.5 (answers may vary)
𝜋
4. 𝑦 = 3.9 cos 200 (𝑡 − 400) + 5.1 (answers may vary)