Project Number 1:

Final Report

Stairs

By: Sahar Shahzadi

 Table of contents
Introduction …………………………………………………………………………………...…..3

Part One: Curved stairs …………………………………………………………………………...4

Part One: L Shaped Stairs ………………………………………………………………………...5

Part One: Straight Stairs …………………………………………………………………………..6

Part One: Cantilever Stairs ………………………………………………………………………..7

Part One: Split Stairs ……………………………………………………………………………...8

Part One: Spiral Stairs …………………………………………………………………………….9

Part One: Questions ……………………………………………………………………………..10

Part One: Values of their rises and runs …………………………………………………………11

Part Two: Measurements ………………………………………………………………………..12

Part Two: Measurements Continued …………………………………………………………….13

Part Three: Pythagorean Theorem; School Building ……………………………………………14

Part Three: Pythagorean Theorem; House……………………………………………………….15

Part Three: Pythagorean Theorem; Train Station ……………………………………………….16

Part Three: Questions ………………………...………………………………………………....17

Part Four: Right Triangle Trigonometry Ratios; School Building ………………………………18

Part Four: Right Triangle Trigonometry Ratios; House and Train station ...……………………19

Tangents of Part 4 compared to the slopes of Part 3 ………………………….………………....20

Right Triangle Angles ………………………...………………………………………………....21

Conclusion ……………………………………………………………………………...……….22
 Introduction

In this project, my partner Liza and I researched different types of stairs that

we thought were interesting or what we thought people see more commonly on a

regular basis. We researched six different types of stairs; Curved, L Shaped,

Straight, Cantilever, Split, and spiral stairs. They were interesting to research and

we found that there are more common than we had initially thought. For the next

part of our project, we took measurements of our school building, my house, and

the train station. Out of these six different stairs, we found that we were doing our

project on L Shaped, Straight, and U- Shaped stairs. Continuing on, we learned to

use the Pythagorean theorem to find the hypotenuse. Then we learned to obtain the

trigonometric ratios. After learning to find the trigonometric ratios, we found the

arctangent (tan-1) of angles A and B to conclude if the angles added up to 90

degrees. We had a lot of fun doing this project and will definitely be something that

we remember.
 Various types/ designs of stairs:

Curved Stairs:

Description: Curved stairs are similar to spiral stairs. Contain a helical arc and do

not make a full circle. Usually for entrances.

Advantages:

- The radius of curved stairs

is usually large so it is very easy to

walk on.

- Very elegant

- Very traditional

Disadvantages:

- Curved stairs tend to be very hard to build.

- Since they are hard to build they are usually a lot

more costly compared to the other stairs.

- Can be very steep and the circular movement

when going up the stairs can make some people

dizzy.
L Shaped Stairs:

Description: These are stairs that go straight and then have a bend in them. Which

is often called the “Landing”. Have flights in them.

Advantages:

- Provide a resting spot at the

“landing”. Beneficial for

older/disabled people.

- If you want a different type of

design they can also be placed in the corner of a room.

- Save space.

Disadvantages:

- They require more material to be built.

- For people that want a more complex

design this may not be ideal.

- Figuring out an ideal railing for this

type of stairs can be a bit complex because

only a certain railing looks good with this.

Straight Stairs:

Description: These are extremely common. These stairs have no change in

direction hence their name “straight stairs”. Require a central landing and is very

common in residential and commercial places.

Advantages:

- The railings are a lot easier to install.

- Very easy to go up and down (especially if

you are an older person or someone with

disabilities.)

- Measuring for straight stairs is a lot easier.

- Minimalistic design. ✓✓

- Does not require more support in design.

Disadvantages:

- Take up quite a bit of linear

space.

- Very dangerous when it comes to

falling down. Since there is no

“landing” if you fall then you

could end in a long fall.

Cantilever Stairs have independent steps which are anchored to a

bearing wall or a stringer beam embedded in a wall, with the help of steel

pins/bolts. The main idea is to give the impression of floating stairs.

Advantages:
● Cantilever stairs create more
visual interest and are more unique than
other types of stairs.
● The stringer is typically located to
one side or hidden in the wall which can
allow for more headroom.
● Cantilever stairs create a more
open and spacious aesthetic to the room.

Disadvantages:
● The design of the structure needs to be
taken into consideration to support the
cantilever stairs.
● Tread supports need to be designed to
handle the weight and potential
torque.
● Cantilever stairs are more costly than a
typical mono-stringer stair due to
additional structural requirements.
Split Staircase (Bifurcated)- is provided in modern public buildings as well as

residential buildings.

Advantages:

● They add an impressive architectural

design statement to the building.

● Typically used in large homes or

commercial buildings as a Grand

Entry. They are suitable for interior

or exterior locations.

Disadvantages:

● Split stairs require a

significant amount of space. This

space requirement will need to be

considered in the design of the

building.

● Split staircases are more

expensive than most stairs.

Spiral staircase- Spiral stairs follow a helical arc. Its treads radiate around a

central pole and usually have a very compact design.

Advantages:

● One of the most compact and

space-saving staircase designs.

● Stylish and, most

importantly-affordable.

● The spiral design is great for a

secondary staircase.

Disadvantages:

● Not easy to ascend or

descend and the staircase is

pretty precarious.

● It is difficult to carry

large items up spiral stairs.

● Only one person can go

up or down the stairs at the

same time.
Common steps used:

Out of all the stairs that we researched;

- “Straight Stairs” are the ones that are the most common steps.
- Along with the “L Shaped Stairs”

Most used:

- The most used type of stairs would definitely have to be the L-shaped stairs.
For example, if you look at our school’s stairs there are two combinations of
n of L Shaped Stairs on both sides. Just like our school most of our houses
and many buildings use these types of stairs.

Why?

- The most used type of stairs are the L Shaped Stairs because we feel like
they are the most convenient. They aren't that expensive and they save
space. Plus in facilities like schools and buildings with a lot of different
types of people, it should be good for everyone. They provide a resting spot
for those who need it and are convenient to the design of most places.
Values of their Rises and Runs:

- Straight Stairs:
- Rise: 8” to 8-¼”
- Run: 8 ¼” to 9”

- L Shaped Stairs:
- Rise: 7”
- Run: 11”
 Measurements

Stairs of Number of Step Rise Step Run total Rise Total Run
steps

Building 1: 10 7.5 inches 12 inches 75 inches 120 inches

School

Building 2: 13 9 inches 11 inches 117 inches 143 inches

My House

Building 3: 20 6.5 inches 7.5 inches 130 inches 150 inches

Train
Station

Buildings Measured:
- School building: The shape of the staircase is U-shaped. We took the

measurements of one flight out of two. There were a total of 10 steps in one

flight.

- My house: The shape of the staircase is L-shaped. We took the measurements

of only one flight, which has 13 steps.

- Train Station: It has a straight staircase. There was only one flight in total, which

we measured. 20 steps are the total amount in the staircase at the train station.

Explanation and procedures:

- School Building: Liza and I both measured a flight of steps at school by taking

the rise and run of the steps. We did this by using a ruler and placing it right next

to the step. This allowed us to get the rise of each step. Next, we placed the ruler

on top of the step (horizontally) where you would usually step, to get the run.
 Then we found the number of steps by counting them. To find the total run we

multiplied the number of steps by the step run (10 x 12 inch.), which gave us a

total run of 120 inches. To get the total rise, we did the same thing except we

used different numbers. We multiplied the total rise by the number of steps. (10 x

7.5 inch.), this gave us 75 inches for the total rise.

- My house: To get the step rise and the step run of my house, I did the same

thing as we did for the school building. I placed a ruler vertically to the steps and

got the rise and then horizontally to get the run. Then I counted the steps to get

the number of steps. To get the total rise, I multiplied the number of steps by the

step rise. ( 13 x 9 inches) This gave me 117 inches for the total rise. For the total

run, I multiplied the total number of steps by the run of each step. (10 x 11

inches), and got 143 inches for the total run.

- Train Station: We went to the train station with two rulers in order to accurately

measure the rise and run of the stairs there. We followed the same procedures

that we did when measuring the previous stairs. We got the number of steps by

counting the step rise, by vertically placing the rulers next to the step, and then

the step rise- by horizontally placing the ruler on the step. Then, to get the total

rise, we multiplied the number of steps by the step rise. ( 20 x 6.5 inches), and

got 130 inches. For the total run, we multiplied the number of steps by the step

run of each step. (20 x 7.5 inches), which got us 150 inches for the total run.
 Pythagorean Theorem

School Building:

The total number of steps in one flight: 10.

The step rise: 7.5 inches.
The step run: 12 inches.
Total rise = (number of flights · the step rise) = 10·7.5= 75 inches.
Total run = (number of flights · the step run) = 10·12= 120 inches.

Key for chart:

a- total run
b- total rise

1) The length of the hypotenuse:

2 2 2
𝑐 =𝑎 +𝑏
2 2 2
𝐴𝐵 = 𝐵𝐶 + 𝐴𝐶
2 2 2
𝐴𝐵 = 75 + 120
2
𝐴𝐵 = 14, 400 + 5625
2
𝐴𝐵 = 20, 025
𝐴𝐵 = 141. 50

2) The slope (steepness) of the hypotenuse AB, using the relation:

𝑚 = 𝑟𝑖𝑠𝑒/𝑟𝑢𝑛 = 75/120 = 0. 625

House:

1) The length of the hypotenuse:

2 2 2
𝑐 =𝑎 +𝑏

2 2 2
𝐴𝐵 = 𝐵𝐶 + 𝐴𝐶

2 2
𝐴𝐵 = 117 + 143

2
𝐴𝐵 = 13, 689 + 20, 446

2
𝐴𝐵 = 34, 135

𝐴𝐵 =184.75

2) The slope (steepness) of the hypotenuse AB, using the relation:

𝑚 = 𝑟𝑖𝑠𝑒/𝑟𝑢𝑛 = 117/143 = 0. 818

The total number of steps in one flight:13.

The step rise: 9 inches.

The step run: 11 inches.

Total rise = (number of flights · the step rise) = 13· 9= 117 inches

Total run = ( number of flights · the step run) =13· 11= 143 inches

Key for chart:

a- total run

b- total rise
Train Station:
1) The length of the hypotenuse:

2 2 2
𝑐 =𝑎 +𝑏

2 2 2
𝐴𝐵 = 𝐵𝐶 + 𝐴𝐶

2 2 2
𝐴𝐵 = 130 + 150

2
𝐴𝐵 = 16, 900 + 22, 500

2
𝐴𝐵 =39,400

𝐴𝐵 = 198.49

2) The slope (steepness) of the hypotenuse AB, using the relation:

𝑚 = 𝑟𝑖𝑠𝑒/𝑟𝑢𝑛 = 130/150 = 0. 866

The total number of steps in one flight: 20.

The step rise: 6.5 inches.

The step run: 7.5 inches.

Total rise = (number of flights · the step rise) = 20· 6.5= 130 inches.

Total run = ( number of flights · the step run) =20· 7.5= 150 inches

Key for chart:

a- total run

b- total rise
Answer these questions:
a) Are the slopes of the staircases equal?

a. The slopes of the staircases are not equal. The slope of my house and the slope

of the train station are very similar whereas, the slope of the flight of stairs at

school is completely different. The slope for the flight of stairs for the school

is 0.625, the slope of my house is 0.818, and the slope of the train station is

0.866.

b) Write an equation for the line containing the hypotenuse AB. Suppose that vertex A is

the point of origin in the coordinate plane.

y=mx+b

a. School: y= 0.625x + 120

b. House: y= 0.818x + 143

c. Train Station: y= 0.866 + 150

c) Measure the stringer of the flight and compare its length to that found by calculations.

a. After measuring the stringers, we found that they are equal to the lengths

found in the calculations that we did for the different flights of stairs. There is

no difference in the results between the physical measurements and the

mathematical calculations that we did.

 Right Triangle Trigonometry Ratios

Stairs of Number Step Rise Step total Rise Total Hypothenuse

of steps Run Run
School 10 7.5 12 inch. 75 inch. 120 inch. 141.50 in
inches.
Train 20 6.5 7.5 inch. 130 inch. 150 inch. 198. 49 in
station inches.
House 13 9 inches. 11 inch. 117 inch. 143 inch. 184.75in

SCHOOL BUILDING:

Angle Opposite Adjacent Hypotenuse Sin Cos Tan

A BC AC AB BC/AB AC/AB BC/AC
75 inch 120 in. 141.50 in. 75/141.50 120/141.50 75/120
= 0.5300 =0.8480 =0.625
B AC BC AB AC/AB BC/AB AC/BC
120 in. 75 in. 141.50 in. 120/ 141.50 75/ 141.50 120/75
=0.8480 =0.5300 =1.6
C
/ / / 1 0 undefined
 TRAIN STATION:

Angle Opposite Adjacent Hypotenuse Sin Cos Tan

A BC AC AB BC/AB AC/AB BC/AC
130 in. 150 in. 198.49 in. 130/ 198.49 150/198.49 130/150
=0.6549 =0.7557 =0.8666
B AC BC AB AC/AB BC/AB AC/BC
150 in. 130 in 198.49 in. 150/198.49 130/198.49 150/130
=0.7557 =0.6549 =1.1538
C
/ / / 1 0 undefined

HOUSE:

Angle Opposite Adjacent Hypotenuse Sin Cos Tan

A BC AC AB BC/AB AC/AB BC/AC
117 in. 143 in. 184.75 in. 117/184.75 143/184.75 117/143
=0.6332 =0.7740 =0.8181
B AC BC AB AC/ AB BC/AB AC/BC
143 in. 117 in 184.75 in. 143/184.75 117/184.75 143/ 117
=0.7740 =0.6332 =1.2222
C
/ / / 1 0 undefined
How do the tangents of Part 4 compare to the slopes of Part

3 in each case?

Part 3: Slopes;

Slopes: School building; 0.625

Slopes: Train station; 0.866

Slopes: House; 0.818

- The tangents of part 4 compare to the slopes of part 3 in each case because if you take a

look at the tangents of all the angles A, you notice that they are exactly the same as the

slopes from part 3.

- Example: Slope of the school building; 0.65 and Tangent of angle A of the school

building; 0.625.
 Right Triangle Angles

Staircase Angle A Angle B Total

Building 1: School tan-1 (A): tan-1 (B): 32.0053° + 57.9946°

Building 75
tan-1 ( 120 )
120
tan-1 ( 75 ) =89.9999°
≈ 90°
=32.0053° = 57.9946°
≈ 32° ≈ 58°

Building 2: House tan-1 (A): tan-1 (B): 39.2894 +50.7105°

117
tan-1 ( 143 )
143
tan-1 ( 117 ) = 89.9999°
≈ 90°
=39.2894° 50.7105°
≈ 39° ≈ 51°

Building 3: Train tan-1 (A): tan-1 (B): 40.9143°+49.0856°=

Station 130
tan-1 ( 150 )
150
tan-1 ( 130 ) = 89.9999°
≈ 90°
=40.9143° =49.0856°
≈ 41° ≈ 49°

Does the sum of the measures of angles A and B equal 90° in each case?

- Yes, they do add up to 90 degrees. It is sometimes off by just a little bit but when you

round them, they add up to 90°.

 Conclusion

After doing this project, we were able to successfully learn about the

different types of stairs cases, found their rises and runs, and even measured our

own staircases. By using the Pythagorean theorem, we concluded that the slopes

and the hypotenuses of the buildings that we choose to do were not equal. We also

learned that the stringers are equal to the lengths found in the calculations that we

did for the different flights of stairs. There was no difference in the physical

measurements and the mathematical calculations that we did. Another thing that

we were able to discover is that the tangents of part 4 and the slopes of part 3 are

exactly the same. Lastly, we obtained angles A and B by using arctangent (tan-1)

and conducted that our calculations were correct. Angles A and B combined gave

us a total of 90 degrees for all three buildings!