Takeaways:

Angle of elevation is explained as the angle between the

hypothetical horizontal line and the hypothetical line of sight.
The ​key takeaways​​ of angle of elevation are:
In a right angled triangle that is formed, what happens when
angle of elevation is changed? Does the change in the slope
impact the hypotenuse in any sense? If it does, how so?

The theme is to answer the above questions by using a scenario

where usage of such logic solves a real life problem statement.

In an angle of elevation problem, when two measurements are

given, the third side can be found using pythogoras theorem.
Hence, we pose a case where finding an angle (angle of elevation
in this case) using trigonometry, solves the case in point.

Process​​:

So, the process is : have the presenter pose questions, have the
presenter explain the concept, go back to the problem statement
and resolve the questions one by one. All the visual cues used
in the video are to get a sense of what angle of elevation is
and how/ where do we use it as an application of trigonometry.

KT I: Angle of elevation
KT II: Angle of elevation decreases as the line of sight moves
farther.

------

Over head camera, zooming in from a height, rotating the view

whilst zooming in. Initially, clouds block the view and they
slowly open up and we’re able to see the serene civilization
underneath.

BGM : A little serious instrumental

Thousand of years ago, in ancient India

CUT TO:

An eagle enters the frame at A as shown below (Camera follows

the bird’s path from the behind throughout the scene); flies
towards B at ground level and rises up to point C, then takes a
sharp rise to point D, it continues flying towards F and goes
out of the frame.) The sky has an orange hue.
Sound effects: Wind blowing followed by eagle screeching

First 9 seconds: (Bird flying to demonstrate shift in angle of

elevation) ​ ​https://www.youtube.com/watch?v=bCnP1QzBpkY

CUT TO:
 The presenter sits on the mountain looking pensive and
thoughtful. He is overlooking the temple. Wind is rustling his
hair.

There is a huge problem in our village. You

see that temple over there? I’ve been tasked
to place a 10 ton stone cap on it. There’s
only one old elephant in the entire village
capable of doing that.
 Problem being, there are paths at this side,
(point A)​ and the other side ​(D)​ of the
temple. Since elephants can't fly(​snort​).. I
could build a ramp from either of these
paths.

Animation of ramp being built from point A to B and animation of

ramp being built from point D to B as the character speaks about
it.
But, What would be the length of the ramp?
At what slope should I raise the ramp so it
reaches the temple’s top accurately such
that the stone cap can be placed?
Which ramp would be easier to climb?

As he is saying, “​Which ramp would be easier to climb?” ​his eyes

move from road 1 to road 2, where a line is hypothetically drawn
from road 1 to temple top and road 2 to temple top. This is to
show hypotenuse forming in both the triangles. Imagery of an
elephant trying to climb both of them. The presenter needs rest
his palm(balled into a fist) under his cheek as if in deep
thought.

CUT TO:
[Title
card]
The blocks over one another make up the temple, camera pans from
D to E, while this is happening, the temple goes transparent
and we can see the line AB forming. Above the line B, as the
arrow shows, camera pans from B to C, where BC is the ramp and
we as we are going down from BC, we can see an elephant walking
up from C to B. Now, the camera pans to the elevated side as
shown and we can see the line AC forming, title is formed inside
the triangle ABC - ‘Angle of elevation’ While this is happening,
there is a sunset at the back and elephant is still walking up
to B.

Fast line formation animation for the intro: a mild simulation.

https://www.youtube.com/watch?v=IWkoG9y8OZ0&feature=youtu.be&t=8
3

CUT TO:

The presenter is standing on a path (C) and looking at the

aforementioned temple. (+50 metres)

Looks left at the camera and goes,

​‘Hello there, nice view ain’t it?’

​guides us to look up at the building

 Try to form an imaginary line from my eye to
the spot I’m looking at. That, my friend, is
called “Line of sight”
As he says try to form an imaginary line, a straight line forms
from his eyes to the point he is looking at. Above the line, the
text goes, ‘line of sight’ (This line will be inclined at an
angle)

Next, try to form a straight line with my

eye and our building right here. That line
is called “Horizontal line”

As he says try to form an imaginary line, a straight line forms

from his eyes to the point he is looking at. Above the line, the
text goes, ‘Horizontal line’

A little bit more of imagination, and you

can see that our line of sight, horizontal
line and the building form a right triangle.

Animation of right triangle being formed with the line of

slight, horizontal and the line joining the end points of line
of sight and horizontal.
 Now, watch me. I’m looking straight. No
deviations, no turning. Just upright,
straight. Now, as I lift my eyes to aim at
this part of the temple, do you see the turn
in my head?

As he is turning his head above, the increase in angle of

elevation is displayed. The line of sight keeps going up and the
angle keeps increasing.

This turn, this move, this.. ANGLE between

the horizontal line and the line of sight is
called the ​angle of elevation​​!

Now, moving on, aiming a little higher, I

hope you can see the angle increasing as
we’re moving on…

Wow, the top most part.. It’s a little hard

to look at.

crack - sound of his neck cracking

He’s looking up almost 70-90 degrees with the horizontal at this
point.

Wait, was that a crack? (​surprised ,light

snort)

Now, let’s use these concepts to solve our

problem.

CUT TO:
 Getting specific, the data I have is, the
height of the temple, and distance from the
temple to the first path and the distance
from the temple to the second path.
Translating this information into
mathematical language and drawing out the
triangle, the height of the temple BC =50​√3
m, AC = 50m, CD = 150 m.

Before the narrator says the data I have is,

Height of the temple​, he will already have fisted his hand, and
when he says height of the temple, he will tick off one finger
from the palm that is fisted
When he says the second data point, ​distance from the temple to
the first path ​, he ticks off the second finger and when he says
the third data point, ​the distance from the temple to the second
path​, he shall tick off the third finger, the middle one.

Task at hand is to find angle BAC and angle

BDC
 Let’s consider the first triangle BAC
Let’s call angle BAC as θ

For this angle θ, AC would be the adjacent

side and BC would be the opposite side, as
we’ve learnt before in trigonometry.

Let’s choose a trigonometric function that

relates an opposite and adjacent side. That
would be…
Tan! and Cot!
Tanθ = opposite/adjacent
Tanθ = 50√3/​50​ = √3

All the mathematical calculations appear on screen while he is

stating it.
Animation of standard trigonometric ratio table sliding into the
screen
When tanθ is √3, what is the corresponding
value of θ ? Its 60 degrees!

His hand needs to point on tan 0 and moves to tan 60’s

corresponding value which is √3.

Cool! We now know at what angle this ramp

needs to be raised to reach the temple top.
 Let’s find out length of the ramp AB. Sure,
since we know BC and AC, we can use
pythogoras theorem to find AB, but how about
another way.. using trigonometric ratios?
We know that angle BAC = θ,for this angle
theta, BC is the opposite(whose dimensions,
we know). AC(is the adjacent side, whose
dimensions too, we are aware of)
In order to find the unknown hypotenuse, we
need a trigonometric ratio that has
hypotenuse in it.

Tan..? nah, that would connect opposite and

adjacent.
Sine? Yep! It connects the opposite and
hypotenuse.
How about cos? Sure, because cos too,
connects the adjacent and hypotenuse.
Let’s use the sine function for now
Sinθ = BC/AB , AB = BC/sinθ, and θ = 60
degrees.
AB = BC/sin60 = 50√3/√3/2 = 50 x 2 = 100 m.

Animation of 100 metre ramp raised at 60 degrees to be shown.

All the mathematical calculations appear on screen while he is
stating it.

Did you get that? ​You want me to explain it

again? For the SECANT time? ​(Smirks)
‘Secant’ overlay on screen

Lets move on to the other path, which we

assumed to be, D. Consider triangle CDB ​Have
the narrator stress the B ​(BEE? haha)

Bee flies into the frame and flies off with a Zzzz sound

Consider angle D as ​α.

Since we know BC (the opposite side), CD(the
adjacent side), I reckon tan connects the
opposite and the adjacent sides, hence
Tanα = BC/CD
Tanα = 50​√3/150 = 1/√3

The trigonometric ratio chart slides in again

All the mathematical calculations appear on screen while he is
stating it.

Tanα = 1/​√3
So, α = 30 degrees!
 Moving on. Find the length of BD.
Sinα = BC/BD
BD = BC/ sinα
As we’ve found out before, α = 30 degrees,
BD = 50​√3/Sin30 = 50√3 x2 = 173 metres

Animation of ramp 2, that is 173 metres raised at an angle of 30

degrees.
All the mathematical calculations appear on screen while he is
stating it.

CUT TO:

Display both the triangles with their measurements, the angles

and all the sides on screen.

BGM - detective sherlock

The ramp at angle A which is inclined at 60
degrees is 100 metres, where as the ramp at
angle B, which is inclined at 30 degrees is
173 metres​​!?

Oh, does that mean that as I go farther… my

angle of elevation is decreasing… and the
hypotenuse is getting longer?
Have the narrator walk back from a specified point. First draw a
line from his eye to the temple top, and show the angle
decreasing as he is walking back, farther from the temple. He’d
be standing at 30 degrees and show that the hypotenuse is 100
metres, as he walks back, 30 changes to 31..32.. 45.. 60
(incremental changes) and at 60 degrees show the hypotenuse
change from 100 metres to 173 metres.

Now, the question is, between ramp AB and BD

which is a better ramp to get on to?

When the presenter says ramp AB, he raises

his pam slightly and ramp AB appears on his
hand and when he says ramp BD, ramp BD
appears on his hand

Let’s ponder on this for a bit.

Say, you’re going uphill and then, through a more steeper hill.
Animation of a person/kid walking on the hill, He takes more
time compared to the last, sweating a little and breathing
heavily.
Animation of a person/kid walking on the hill, He takes more
time compared to the last, sweating a profusely and breathing
heavily.
He looks tired too.
 So, you might have experienced it too, as
the path gets steeper, we realise we have to
put in more effort.

Hm,the 30 degree inclined ramp seems like a

better ramp for the elephant to climb.

Alright then, we’re gonna go with a 30

degree ramp, and construct it to a length
of…

CUT TO:

Presenter standing at the top end of the ramp, near the top of
the temple, where the stone cap is finally placed and shining,
on top of the temple,and there is an elephant by his side and he
yells as he waves,

173 metres!

CUT TO:

Video Shooting scene (the set where the

video is being shot at, with the green
screen)
Presenter speaking to the camera man
Presenter : ​Bro, can I try some puns?
Camera man: ​Sure, go ahead.
Presenter: ​If you commit 90 crimes, you
shall be arrested for only 45.
 Camera man: ​Why?
Presenter :​Because, sin90 = cot45.​ (Starts
laughing)

-------------END-------

References for animation:

https://www.youtube.com/watch?v=bmU40g_mIwc
https://study.com/academy/lesson/angle-of-elevation-definition-f
ormula-examples.html

Theme​​:
The story is set in an ancient Indian civilization. There’s a
character which is in deep trouble. There resides a temple in
their village and the task at hand is to place a stone cap on
its top. Only one elephant in the entire village can lift the
weight up to the top. One possible solution to get the stone cap
to the top is to construct a ramp. There goes the question. How?

There are two roads from where the ramps can start.

Road A is at a distance of x metres from the temple and road B

is at a distance of y metres from the temple. Ramp 1 is
constructed from road A and ramp 2 is constructed from road B.

We could have used the ‘finding the height of the temple’ as a

possible scenario to illustrate the angle of elevation, but when
there are two possible triangles to compare (triangles that
constitute ramp 1 and ramp 2), we can answer questions such as,
which has lesser slope, which would be convenient to climb for
children/old elephants, what happens as as the angle of
elevation moves farther? Will there be a change in the length of
the ramp as we change the slope?
Few more puns:
“Can you explain this to me? COSECANT understand it.”