Sharing Teaching Ideas: Ssa: The Ambiguous Case

1989 ◽  
Vol 82 (2) ◽  
pp. 109-111

I have been teaching trigonometry for several years. One of my pedagogical concerns has been to be able to communicate more clearly the ambiguous case (SSA) in solving an oblique triangle by using the law of sines.

2002 ◽  
Vol 95 (2) ◽  
pp. 114-116
Author(s):  
Elizabeth P. Harrison

The laws of sines and cosines easily lend themselves to links with other areas of algebra and geometry. The most-used link is probably that of congruent triangles, but additional links exist with imaginary numbers, the quadratic formula, parabolas, zeros of functions, and the triangle inequality.


1977 ◽  
Vol 24 (1) ◽  
pp. 83-84
Author(s):  
Theodore Lai

Bingo, like other games of chance, can be used in teaching ideas of probability. An introduction to probability may begin with simple experiments using the “law of equal ignorance,” which is the basis of the theory of probability. In a fair experiment, each possible outcome has the same chances to occur. That is each outcome is as “ignorant” as the other. In an unfair experiment, an outcome is favored to occur over the other possible outcomes; the favored outcome is not as “ignorant” as the other.


1991 ◽  
Vol 84 (8) ◽  
pp. 634-640
Keyword(s):  
The Law ◽  

Before my precalculus students derived the law of sines, I wanted them to explore the relationships between the angles and sides of a triangle. In particular, I wanted them to develop a conjecture about the proportionality between the sines of the angles of a triangle and the lengths of the sides opposite the angles. After they perceived a pattern in several triangles, my goal was to get them to predict the law of sines before moving to a formal proof.


1944 ◽  
Vol 37 (7) ◽  
pp. 311-313
Author(s):  
Irwin M. Rothman

Textbooks in plane trigonometry generally treat the solution of oblique triangles by the Law of Sines, Law of Cosines, etc. However, if one uses some of these laws without a complete understanding of their limitations, incorrect results are often obtained. The only case which most textbooks treat adequately in this respect is the solution of a triangle in which two sides and an angle opposite one of them are given, usually referred to as the “Ambiguous Case.” However, in other cases, such as the one in which two sides and the included angle are given, or the one in which the three sides are given, care must be taken if incorrect solutions are to be avoided.


2015 ◽  
Vol 20 (3) ◽  
pp. 72-84 ◽  
Author(s):  
Paula Leslie ◽  
Mary Casper

“My patient refuses thickened liquids, should I discharge them from my caseload?” A version of this question appears at least weekly on the American Speech-Language-Hearing Association's Community pages. People talk of respecting the patient's right to be non-compliant with speech-language pathology recommendations. We challenge use of the word “respect” and calling a patient “non-compliant” in the same sentence: does use of the latter term preclude the former? In this article we will share our reflections on why we are interested in these so called “ethical challenges” from a personal case level to what our professional duty requires of us. Our proposal is that the problems that we encounter are less to do with ethical or moral puzzles and usually due to inadequate communication. We will outline resources that clinicians may use to support their work from what seems to be a straightforward case to those that are mired in complexity. And we will tackle fears and facts regarding litigation and the law.


Sign in / Sign up

Export Citation Format

Share Document