Graphs of the Sine and Cosine Functions LectureFroyd Wess
More: www.PinoyBIX.org
Lesson Objectives
Able to plot the different Trigonometric Graphs
Graph of Sine Function (y = f(x) = sinx)
Graph of Cosine Function (y = f(x) = cosx)
Define the Maximum and Minimum value in a graph
Generalized Trigonometric Functions
Graphs of y = sinbx
Graphs of y = sin(bx + c)
Could find the Period of Trigonometric Functions
Could find the Amplitude of Trigonometric Functions
Variations in the Trigonometric Functions
This is a simple PowerPoint on the properties of Sine and Cosine functions. It was created for a student teaching lesson that I had in the past. Feel free to use and modify! :-)
Graphs of the Sine and Cosine Functions LectureFroyd Wess
More: www.PinoyBIX.org
Lesson Objectives
Able to plot the different Trigonometric Graphs
Graph of Sine Function (y = f(x) = sinx)
Graph of Cosine Function (y = f(x) = cosx)
Define the Maximum and Minimum value in a graph
Generalized Trigonometric Functions
Graphs of y = sinbx
Graphs of y = sin(bx + c)
Could find the Period of Trigonometric Functions
Could find the Amplitude of Trigonometric Functions
Variations in the Trigonometric Functions
This is a simple PowerPoint on the properties of Sine and Cosine functions. It was created for a student teaching lesson that I had in the past. Feel free to use and modify! :-)
Discusses trigonometric functions, graphing, and defining using the Unit Circle. Explains how to convert from radians to degrees, and vice versa. Describes how to calculate arc lengths in given circles.
A vector has magnitude and direction. There is an algebra and geometry of vectors which makes addition, subtraction, and scaling well-defined.
The scalar or dot product of vectors measures the angle between them, in a way. It's useful to show if two vectors are perpendicular or parallel.
Cylindrical and spherical coordinates shalinishalini singh
In this Presentation, I have explained the co-ordinate system in three plain. ie Cylindrical, Spherical, Cartesian(Rectangular) along with its Differential formulas for length, area &volume.
Surface Area and Volume of Cylinder, Cone, Pyramid, Sphere, PrismsTutor Pace
Get to know the Surface Area and Volume of Cylinder, Cone, Pyramid, Sphere, Prisms. Access Tutor Pace online math tutor and get the best of results for improving scores in the subject.
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Trigonometric Function of General Angles LectureFroyd Wess
More: www.PinoyBIX.org
Lesson Objectives
Trigonometric Functions of Angles
Trigonometric Function Values
Could find the Six Trigonometric Functions
Learn the signs of functions in different Quadrants
Could easily determine the signs of each Trigonometric Functions
Solve problems involving Quadrantal Angles
Find Coterminal Angles
Learn to solve using reference angle
Solve problems involving Trigonometric Functions of Common Angles
Solve problems involving Trigonometric Functions of Uncommon Angles
Discusses trigonometric functions, graphing, and defining using the Unit Circle. Explains how to convert from radians to degrees, and vice versa. Describes how to calculate arc lengths in given circles.
A vector has magnitude and direction. There is an algebra and geometry of vectors which makes addition, subtraction, and scaling well-defined.
The scalar or dot product of vectors measures the angle between them, in a way. It's useful to show if two vectors are perpendicular or parallel.
Cylindrical and spherical coordinates shalinishalini singh
In this Presentation, I have explained the co-ordinate system in three plain. ie Cylindrical, Spherical, Cartesian(Rectangular) along with its Differential formulas for length, area &volume.
Surface Area and Volume of Cylinder, Cone, Pyramid, Sphere, PrismsTutor Pace
Get to know the Surface Area and Volume of Cylinder, Cone, Pyramid, Sphere, Prisms. Access Tutor Pace online math tutor and get the best of results for improving scores in the subject.
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Trigonometric Function of General Angles LectureFroyd Wess
More: www.PinoyBIX.org
Lesson Objectives
Trigonometric Functions of Angles
Trigonometric Function Values
Could find the Six Trigonometric Functions
Learn the signs of functions in different Quadrants
Could easily determine the signs of each Trigonometric Functions
Solve problems involving Quadrantal Angles
Find Coterminal Angles
Learn to solve using reference angle
Solve problems involving Trigonometric Functions of Common Angles
Solve problems involving Trigonometric Functions of Uncommon Angles
CIRCLE
DEFINITION AND PROPERTIES OF A CIRCLE
A circle can be defined in two ways.
A circle: Is a closed path curve all points of which are equal-distance from a fixed point called centre OR
- Is a locus at a point which moves in a plane so that it is always of constant distance from a fixed point known as a centre.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Radian Measurements
r = 1
The unit circle is the circle
centered at (0, 0) with radius 1.
(1, 0)
3. Radian Measurements
The unit circle is the circle
centered at (0, 0) with radius 1.
It's the graph of the equation
x2 + y2 = 1.
r = 1
(1, 0)
4. The radian measurement of an
angle is the length of the arc
that the angle cuts out on the
unit circle.
Radian Measurements
The unit circle is the circle
centered at (0, 0) with radius 1.
It's the graph of the equation
x2 + y2 = 1.
r = 1
(1, 0)
5. The radian measurement of an
angle is the length of the arc
that the angle cuts out on the
unit circle.
Arc length as angle
measurement for
Radian Measurements
r = 1
The unit circle is the circle
centered at (0, 0) with radius 1.
It's the graph of the equation
x2 + y2 = 1.
(1, 0)
6. The radian measurement of an
angle is the length of the arc
that the angle cuts out on the
unit circle.
Arc length as angle
measurement for
Radian Measurements
Hence 2π rad, the circumference of the unit circle,
is the radian measurement for the 360o angle.
r = 1
The unit circle is the circle
centered at (0, 0) with radius 1.
It's the graph of the equation
x2 + y2 = 1.
(1, 0)
7. The radian measurement of an
angle is the length of the arc
that the angle cuts out on the
unit circle.
Arc length as angle
measurement for
Radian Measurements
Hence 2π rad, the circumference of the unit circle,
is the radian measurement for the 360o angle.
r = 1
Important Conversions between Degree and Radian
π
180 π
180o
The unit circle is the circle
centered at (0, 0) with radius 1.
It's the graph of the equation
x2 + y2 = 1.
1o = 0.0175 rad 1 rad = 57o
180o = π rad 90o = radπ
2 60o = radπ
3 45o = radπ
4
(1, 0)
8. Let’s extend the measurements
of angles to all real numbers.
Trigonometric Functions via the Unit Circle
9. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
Trigonometric Functions via the Unit Circle
10. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise,
is +
Trigonometric Functions via the Unit Circle
11. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.
is +
is –
Trigonometric Functions via the Unit Circle
12. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.
(1,0)
is +
is –
(x , y)
Trigonometric Functions via the Unit Circle
Given in the standard position,
let the coordinate of the tip of the
dial on the unit circle be (x, y),
13. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.
(1,0)
is +
is –
y=sin()
(x , y)
Trigonometric Functions via the Unit Circle
Given in the standard position,
let the coordinate of the tip of the
dial on the unit circle be (x, y),
we define:
sin() = y,
14. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.
(1,0)
x=cos()
is +
is –
y=sin()
(x , y)
Trigonometric Functions via the Unit Circle
Given in the standard position,
let the coordinate of the tip of the
dial on the unit circle be (x, y),
we define:
sin() = y, cos() = x,
15. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.
(1,0)
x=cos()
is +
is –
y=sin()
(x , y)
tan()
Trigonometric Functions via the Unit Circle
Given in the standard position,
let the coordinate of the tip of the
dial on the unit circle be (x, y),
we define:
sin() = y, cos() = x, tan() = y
x
(1, tan())
16. Let’s extend the measurements
of angles to all real numbers. We
say an angle is in the standard
position if it’s formed by spinning
a dial against the positive x–axis.
The direction of the spin sets the
sign of , is set to positive if it’s
formed counter-clockwise, and
negative if it’s formed clockwise.(1, tan())
Given in the standard position,
let the coordinate of the tip of the
dial on the unit circle be (x, y),
we define:
sin() = y, cos() = x, tan() =
x=cos()
is +
is –
y=sin()
(x , y)
y
x
tan()
Note: The slope of the dial is tan().
Trigonometric Functions via the Unit Circle
(1,0)
18. Angles with measurements of nπ rad,
where n = 0,1,2,3.. .is an integer,
correspond to the x–axial angles.
0, ±2π, ±4π..±π, ±3π..
Important Trigonometric Values
From here on, all angles measurements will be in
radian, unless stated otherwise.
19. Angles with measurements of nπ rad,
where n = 0,1,2,3.. .is an integer,
correspond to the x–axial angles.
0, ±2π, ±4π..±π, ±3π..
Angles with measurements of
rad correspond
to the y–axial angles.
.. –3π/2, π/2, 5π/2..
..–5π/2, –π/2, 3π/2 , 7π/2..
kπ
2
Important Trigonometric Values
From here on, all angles measurements will be in
radian, unless stated otherwise.
20. Angles with measurements of nπ rad,
where n = 0,1,2,3.. .is an integer,
correspond to the x–axial angles.
0, ±2π, ±4π..±π, ±3π..
Angles with measurements of
rad correspond
to the y–axial angles.
.. –3π/2, π/2, 5π/2..
..–5π/2, –π/2, 3π/2 , 7π/2..
Angles with measurements of
rad are diagonals.
π/4, –7π/4..3π/4, –5π/4..
5π/4, –3π/4.. 7π/4, –π/4..
kπ
2
4
kπ
Important Trigonometric Values
From here on, all angles measurements will be in
radian, unless stated otherwise.
21. Angles with measurements of nπ rad,
where n = 0,1,2,3.. .is an integer,
correspond to the x–axial angles.
0, ±2π, ±4π..±π, ±3π..
Angles with measurements of
rad correspond
to the y–axial angles.
.. –3π/2, π/2, 5π/2..
..–5π/2, –π/2, 3π/2 , 7π/2..
Angles with measurements of
rad are diagonals.
π/4, –7π/4..3π/4, –5π/4..
5π/4, –3π/4.. 7π/4, –π/4..
Angles with measurements of
(reduced) or rad. π/6, –11π/6..
π/3, –5π/3..2π/3,..
5π/6,..
7π/6,..
4π/3,.. 5π/3,..
11π/6,..
kπ
2
4
6 3
kπ
kπ k π
Important Trigonometric Values
These are the clock hourly positions.
From here on, all angles measurements will be in
radian, unless stated otherwise.
23. Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
24. Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
so the dial spin to the same position for and + 2nπ
and and + 2nπ have the same trig-outputs.
25. Two Important Right Triangles
Recall the following two triangles which are useful for
extracting the trigonometric values of angles related
to π/4, π/6 and π/3.
Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
so the dial spin to the same position for and + 2nπ
and and + 2nπ have the same trig-outputs.
26. Two Important Right Triangles
Recall the following two triangles which are useful for
extracting the trigonometric values of angles related
to π/4, π/6 and π/3. From these “templates” we can
determine the trig-values of the following angles.
Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
so the dial spin to the same position for and + 2nπ
and and + 2nπ have the same trig-outputs.
27. Two Important Right Triangles
Recall the following two triangles which are useful for
extracting the trigonometric values of angles related
to π/4, π/6 and π/3. From these “templates” we can
determine the trig-values of the following angles.
Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
so the dial spin to the same position for and + 2nπ
and and + 2nπ have the same trig-outputs.
I. (nπ/4) : The angles at the
diagonal positions (n is odd.)
28. Two Important Right Triangles
Recall the following two triangles which are useful for
extracting the trigonometric values of angles related
to π/4, π/6 and π/3. From these “templates” we can
determine the trig-values of the following angles.
Important Trigonometric Values
The trig–values of an angle depend on the position
of the dial at the angle . For an integer n, the angle
2nπ corresponds to spinning n complete cycles,
so the dial spin to the same position for and + 2nπ
and and + 2nπ have the same trig-outputs.
I. (nπ/4) : The angles at the
diagonal positions (n is odd.)
II. (nπ/6) : The angles at the
clock hourly positions.
29. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
Important Trigonometric Values
30. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
Important Trigonometric Values
31. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Important Trigonometric Values
32. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Important Trigonometric Values
33. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Important Trigonometric Values
5π/4
34. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Place the π/4–rt–triangle as shown,
Important Trigonometric Values
5π/4
35. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Place the π/4–rt–triangle as shown,
1
Important Trigonometric Values
5π/4
36. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
5π/4
(–2/2, –2/2)
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
Place the π/4–rt–triangle as shown,
we get the coordinate = (–2/2, –2/2).
1
Important Trigonometric Values
37. Example A. Draw the angle, label the coordinates of
the corresponding position on the unit circle and list
the sine, cosine, and tangent trig–values.
a. = –3π
(–2/2, –2/2)
–3π
(–1, 0)
b. = 5π/4
sin(–3π) = 0
cos(–3π) = –1
tan(–3π) = 0
sin(5π/4) = –2/2
tan(5π/4) = 1
cos(5π/4) = –2/2
Place the π/4–rt–triangle as shown,
we get the coordinate = (–2/2, –2/2).
1
Important Trigonometric Values
5π/4
39. c. = –11π/6
–11π/6
1
Important Trigonometric Values
40. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2). 1
Important Trigonometric Values
41. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2).
sin(–11π/6) = 1/2
cos(–11π/6) = 3/2
tan(–11π/6) = 1/3 =3/3
1
Important Trigonometric Values
42. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2).
sin(–11π/6) = 1/2
cos(–11π/6) = 3/2
tan(–11π/6) = 1/3 =3/3
1
Important Trigonometric Values
Conversely, in general, there are two locations on the
unit circle having a specified trig-value.
43. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2).
sin(–11π/6) = 1/2
cos(–11π/6) = 3/2
tan(–11π/6) = 1/3 =3/3
1
Important Trigonometric Values
Example B. a. Find the two locations on
the unit circle where tan() = 3/4. Draw.
Conversely, in general, there are two locations on the
unit circle having a specified trig-value.
44. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2).
sin(–11π/6) = 1/2
cos(–11π/6) = 3/2
tan(–11π/6) = 1/3 =3/3
1
Important Trigonometric Values
Example B. a. Find the two locations on
the unit circle where tan() = 3/4. Draw.
We want the points (x, y) on the circle
where tan() = y/x = ¾.
(x, y)
Conversely, in general, there are two locations on the
unit circle having a specified trig-value.
45. c. = –11π/6
–11π/6
(3/2, ½)
Place the π/6–rt–triangle as shown,
we get the coordinate = (3/2, 1/2).
sin(–11π/6) = 1/2
cos(–11π/6) = 3/2
tan(–11π/6) = 1/3 =3/3
1
Important Trigonometric Values
Example B. a. Find the two locations on
the unit circle where tan() = 3/4. Draw.
We want the points (x, y) on the circle
where tan() = y/x = ¾.
Here are two ways to obtain the answers.
(x, y)
Conversely, in general, there are two locations on the
unit circle having a specified trig-value.
48. Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
49. Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
50. Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
(4, 3)
(x, y) = (4/5, 3/5)
(–4/5, –3/5)
51. Il. (Using proportional triangles)
Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
Given that
(4, 3)
y
=x 4
3 we have that (4, 3) is a point
on the radial line through (x, y).
(x, y) = (4/5, 3/5)
(–4/5, –3/5)
52. Il. (Using proportional triangles)
Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
Given that
(4, 3)
y
=x 4
3 we have that (4, 3) is a point
on the radial line through (x, y).
The point (4, 3) is 5 units away
from the origin (why?).
(x, y) = (4/5, 3/5)
(–4/5, –3/5)
53. Il. (Using proportional triangles)
Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
Given that
(4, 3)
y
=x 4
3 we have that (4, 3) is a point
on the radial line through (x, y).
The point (4, 3) is 5 units away
from the origin (why?).
By dividing the coordinates by 5,
so (x, y) = (4/5, 3/5) and the
other point is (–4/5, –3/5).
(x, y) = (4/5, 3/5)
(–4/5, –3/5)
54. Il. (Using proportional triangles)
Important Trigonometric Values
I. (Numerical Computation) We’ve y/x = ¾ or y = ¾ x,
so by the Pythagorean Theorem, x2 + (¾ x)2 = 1.
Solving for x, we get x2 = 16/25 or x = ±4/5,
so (x, y) = (4/5, 3/5) or (–4/5, –3/5).
Given that
(4, 3)
y
=x 4
3 we have that (4, 3) is a point
on the radial line through (x, y).
The point (4, 3) is 5 units away
from the origin (why?).
By dividing the coordinates by 5,
so (x, y) = (4/5, 3/5) and the
other point is (–4/5, –3/5).
(x, y) = (4/5, 3/5)
(–4/5, –3/5)
Buy providing more information
we may narrow the answer to one location.
56. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
57. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5). (–4/5, –3/5)
58. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
59. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
60. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
1/3
61. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
Sin() = 1/3 = y, so x2 + (1/3)2 = 1
1/3
62. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
Sin() = 1/3 = y, so x2 + (1/3)2 = 1
and that x = ±√8/9 = ±(2√2)/3. 1/3
63. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
Sin() = 1/3 = y, so x2 + (1/3)2 = 1
and that x = ±√8/9 = ±(2√2)/3.
Both points are at the top-half of
the circle as shown.
(–(2√2)/3, 1/3) ((2√2)/3, 1/3)
1/3
64. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
Sin() = 1/3 = y, so x2 + (1/3)2 = 1
and that x = ±√8/9 = ±(2√2)/3.
Both points are at the top-half of
the circle as shown.
b. What is cos() if tan() is negative?
1/3
(–(2√2)/3, 1/3) ((2√2)/3, 1/3)
65. Important Trigonometric Values
Example B. b. Find cos()
if tan() = ¾ and that sin() is negative.
The two points where tan() = ¾
are (4/5, 3/5) or (–4/5, –3/5).
The one with negative sin() or y
must is (–4/5, –3/5), hence cos() = –4/5.
(–4/5, –3/5)
Example C. a. Draw and find the locations on
the unit circle where sin() = 1/3.
Sin() = 1/3 = y, so x2 + (1/3)2 = 1
and that x = ±√8/9 = ±(2√2)/3.
Both points are at the top-half of
the circle as shown.
b. What is cos() if tan() is negative?
If tan() is negative, we have cos() = –(2√2)/3.
1/3
(–(2√2)/3, 1/3) ((2√2)/3, 1/3)
67. Important Trigonometric Values
Here are some basic facts of sine, cosine and tangent
as the consequences of the unit–circle definition.
For all angles A:
* –1 ≤ sin(A) ≤ 1
or l sin(A) l ≤ 1
(1,0)
A
sin(A)
(x , y)
68. Important Trigonometric Values
Here are some basic facts of sine, cosine and tangent
as the consequences of the unit–circle definition.
For all angles A:
* –1 ≤ sin(A) ≤ 1
or l sin(A) l ≤ 1
* sin(–A) = –sin(A)
(1,0)
A
sin(A)
(x , y)
–A
sin(–A)
(x , –y)
69. Important Trigonometric Values
Here are some basic facts of sine, cosine and tangent
as the consequences of the unit–circle definition.
For all angles A:
* –1 ≤ sin(A) ≤ 1
or l sin(A) l ≤ 1
* sin(–A) = –sin(A)
(1,0)
A
sin(A)
(x , y)
–A
sin(–A)
(1,0)
A
cos(A)
(x , y)
(x , –y)
* –1 ≤ cos(A) ≤ 1
or l cos(A) l ≤ 1
70. Important Trigonometric Values
Here are some basic facts of sine, cosine and tangent
as the consequences of the unit–circle definition.
For all angles A:
* –1 ≤ sin(A) ≤ 1
or l sin(A) l ≤ 1
* sin(–A) = –sin(A)
(1,0)
A
sin(A)
(x , y)
–A
sin(–A)
(1,0)
A
cos(A) = cos(–A)
(x , y)
–A
(x , –y) (x , –y)
* –1 ≤ cos(A) ≤ 1
or l cos(A) l ≤ 1
* cos(–A) = cos(A)
73. Important Trigonometric Values
Rotational Identities
Given an angle A and let (x, y) be the point on the
unit circle corresponding to A, since the angles
(A + π) and (A – π) point in the opposite direction of A
A
(x , y)
(1,0)
A – π
A + π
74. Important Trigonometric Values
Rotational Identities
Given an angle A and let (x, y) be the point on the
unit circle corresponding to A, since the angles
(A + π) and (A – π) point in the opposite direction of A
so (–x, –y) corresponds to (A + π) and (A – π).
A
(x , y)
(–x , –y)
(1,0)
A – π
A + π
75. Important Trigonometric Values
Rotational Identities
Given an angle A and let (x, y) be the point on the
unit circle corresponding to A, since the angles
(A + π) and (A – π) point in the opposite direction of A
so (–x, –y) corresponds to (A + π) and (A – π).
A
(x , y)
(–x , –y)
sin(A ± π) = –sin(A)
cos(A ± π) = –cos(A)
180o rotational identities:
(1,0)
A – π
A + π
76. Important Trigonometric Values
Rotational Identities
Given an angle A and let (x, y) be the point on the
unit circle corresponding to A, since the angles
(A + π) and (A – π) point in the opposite direction of A
so (–x, –y) corresponds to (A + π) and (A – π).
(1,0)A
(x , y)
A – π
(–x , –y)
sin(A ± π) = –sin(A)
cos(A ± π) = –cos(A)
(A + π/2 ) and (A – π/2) are 90o
counterclockwise and clockwise
rotations of A and the points
(–y, x) and (y, –x) correspond to
A + π/2 and A – π/2 respectively.
180o rotational identities:
(–y, x)
(y, –x)
A + π
81. Important Trigonometric Values
(1,0)
A
(x, y)
A + π/2
A – π/2
(–y, x)
sin(A + π/2) = cos(A)
cos(A + π/2) = –sin(A)
90o rotational identities:
(y, –x)
sin(A – π/2) = –cos(A)
cos(A – π/2) = sin(A)
(1,0)
A x
y
(x, y)
Given the angle A, tan(A) =
y
x
82. Important Trigonometric Values
(1,0)
A
(x, y)
A + π/2
A – π/2
(–y, x)
sin(A + π/2) = cos(A)
cos(A + π/2) = –sin(A)
90o rotational identities:
(y, –x)
sin(A – π/2) = –cos(A)
cos(A – π/2) = sin(A)
(1,0)
A x
y
(x, y)
tan(A)
=Given the angle A, tan(A) =
which is the slope of the dial.
y
x
y
x
(1, tan())
83. Important Trigonometric Values
(1,0)
A
(x, y)
A + π/2
A – π/2
(–y, x)
sin(A + π/2) = cos(A)
cos(A + π/2) = –sin(A)
90o rotational identities:
(y, –x)
sin(A – π/2) = –cos(A)
cos(A – π/2) = sin(A)
(1,0)
A x
y
(x, y)
tan(A)
=Given the angle A, tan(A) =
which is the slope of the dial.
Tangent is UDF for π/2 ± nπ
where n is an integer.
y
x
y
x
(1, tan())
84. Important Trigonometric Values
(1,0)
A
(x, y)
A + π/2
A – π/2
(–y, x)
sin(A + π/2) = cos(A)
cos(A + π/2) = –sin(A)
90o rotational identities:
(y, –x)
sin(A – π/2) = –cos(A)
cos(A – π/2) = sin(A)
(1,0)
A x
y
(x, y)
tan(A)
=Given the angle A, tan(A) =
which is the slope of the dial.
Tangent is UDF for π/2 ± nπ
where n is an integer. In particular
y
x
y
x
–∞ < tan(A) < ∞
tan(A ± π) = tan(A) tan(A ± π/2) = –1/tan(A)
(1, tan())
85. Important Trigonometric Values
Given an angle A, its horizontal reflection is (π – A).
From that we have:
sin(A) = sin(π – A)
(1,0)
A
(x , y)
π – A
(–x , y)
cos(A) = –cos(π – A)
tan(A) = –tan(π – A)
86. Important Trigonometric Values
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
87. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
88. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
89. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
Since l cos(A) l ≤ 1
we’ve I sec(A) l ≥ 1.
90. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
Since l cos(A) l ≤ 1
we’ve I sec(A) l ≥ 1.
Specifically,
sec(A) ≥ 1 for 0 ≤ A < π/2,
sec(A) ≤ –1 for π/2 < A ≤ π.
91. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
Since l cos(A) l ≤ 1
we’ve I sec(A) l ≥ 1.
Specifically,
sec(A) ≥ 1 for 0 ≤ A < π/2,
sec(A) ≤ –1 for π/2 < A ≤ π.
sin(A)
1
csc(A) =
92. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
Since l cos(A) l ≤ 1
we’ve I sec(A) l ≥ 1.
Specifically,
sec(A) ≥ 1 for 0 ≤ A < π/2,
sec(A) ≤ –1 for π/2 < A ≤ π.
sin(A)
1
csc(A) =
Cosecant is UDF for
{nπ} with integer n.
93. Important Trigonometric Values
cos(A)
1
sec(A) =
The reciprocals of sine, cosine, and tangent
appear frequently amongst their algebraic relations.
Hence we define secant, cosecant, and cotangent
as their reciprocals respectively.
Secant is UDF for
{π/2 + nπ} with integer n.
Since l cos(A) l ≤ 1
we’ve I sec(A) l ≥ 1.
Specifically,
sec(A) ≥ 1 for 0 ≤ A < π/2,
sec(A) ≤ –1 for π/2 < A ≤ π.
sin(A)
1
csc(A) =
Cosecant is UDF for
{nπ} with integer n.
Since l sin(A) l ≤ 1 we
have I csc(A) l ≥ 1.
Specifically,
csc(A) ≥ 1 for 0 < A ≤ π/2,
csc(A) ≤ –1 for –π/2 <A ≤ 0.
97. Important Trigonometric Values
Cot(A) is UDF for
{π/2 + nπ}.
Since –∞ < tan(A) < ∞
we have –∞ < cot(A) < ∞.
tan(A)
1
cot(A) =
Given the angle A and let (x , y) be the corresponding
position on the unit circle,
(1,0)
(x , y)
A
1
98. Important Trigonometric Values
Cot(A) is UDF for
{π/2 + nπ}.
Since –∞ < tan(A) < ∞
we have –∞ < cot(A) < ∞.
tan(A)
1
cot(A) =
(1,0)
(x , y)
Given the angle A and let (x , y) be the corresponding
position on the unit circle, then the tangent and the
cotangent are lengths shown in the figure.
We leave the justification as homework.
A
1
99. Important Trigonometric Values
Cot(A) is UDF for
{π/2 + nπ}.
Since –∞ < tan(A) < ∞
we have –∞ < cot(A) < ∞.
tan(A)
1
cot(A) =
(1,0)
(x , y)
tan(A)
Given the angle A and let (x , y) be the corresponding
position on the unit circle, then the tangent and the
cotangent are lengths shown in the figure.
We leave the justification as homework.
(1,tan(A))
A
1
100. Important Trigonometric Values
Cot(A) is UDF for
{π/2 + nπ}.
Since –∞ < tan(A) < ∞
we have –∞ < cot(A) < ∞.
tan(A)
1
cot(A) =
(1,0)
A
(x , y)
tan(A)
Given the angle A and let (x , y) be the corresponding
position on the unit circle, then the tangent and the
cotangent are lengths shown in the figure.
We leave the justification as homework.
cot(A)
1
(1,tan(A))
(cot(A),1)
101. Important Trigonometric Values
With the unit–circle definition, except at isolated
inputs, the trig-functions are defined for all angles,
thus removing the restriction of the SOCAHTOA
definition based on right triangles.
102. Important Trigonometric Values
With the unit–circle definition, except at isolated
inputs, the trig-functions are defined for all angles,
thus removing the restriction of the SOCAHTOA
definition based on right triangles.
Since trig–functions produce the same output for
every 2nπ increment, i.e. for any trig–function f,
f(x) = f(x + 2nπ), where n is an integer,
trig–functions are useful to describe cyclical data.
Circadian Rhythms
Circadian rhythms are the bio–rhythms of a person
or of any living beings, that fluctuate through out
some fixed period of time: hourly, daily, etc..
For people, the measurements could be the blood
pressures, or the heart rates, etc..
103. Important Trigonometric Values
With the unit–circle definition, except at isolated
inputs, the trig-functions are defined for all angles,
thus removing the restriction of the SOCAHTOA
definition based on right triangles.
Since trig–functions produce the same output for
every 2nπ increment, i.e. for any trig–function f,
f(x) = f(x + 2nπ), where n is an integer,
trig–functions are useful to describe cyclical data.
Circadian Rhythms
Circadian rhythms are the bio–rhythms of a person
or of any living beings, that fluctuate through out
some fixed period of time: hourly, daily, etc..
For people, the measurements could be the blood
pressures, or the heart rates, etc..
104. Important Trigonometric Values
With the unit–circle definition, except at isolated
inputs, the trig-functions are defined for all angles,
thus removing the restriction of the SOCAHTOA
definition based on right triangles.
Since trig–functions produce the same output for
every 2nπ increment, i.e. for any trig–function f,
f(x) = f(x + 2nπ), where n is an integer,
trig–functions are useful to describe cyclical data.
Circadian Rhythms
Circadian rhythms are the bio–rhythms of a person
or of any living beings, that fluctuate through out
some fixed period of time: hourly, daily, etc..
For people, the measurements could be the blood
pressures, or the heart rates, etc..
105. Important Trigonometric Values
The temperature of a person drops when sleeping
and rises during the day due to activities.
A way to summarize the collected temperature data
is to use a trig–function to model the data.
For example, using the sine formula,
the temperature T might be given as
T(t) = 37.2 – 0.5*sin(πt/12)
where t is the number of hours passed 11 pm
when the person falls asleep.
So at 11 pm, t = 0 the temperature is 37.2o,
at 5 am, t = 6, the temperature drops to 36.7o,
at 11 am, t = 12, the temperature rises back to 37.2o,
and at 5 pm, t = l8, the temperature peaks at 37.7o.
This gives a convenient estimation of the temperature.
107. Important Trigonometric Values
1. Fill in the angles and the coordinates of
points on the unit circle
a. in the four diagonal directions and
b. in the twelve hourly directions.
(See the last slide.)
2.
Convert the angles into degree and
find their values. If it’s undefined, state So. (No calculator.)
sin(4π)cos(2π), tan(3π),sec(–2π), cot(–3π),csc(–π),
3. cos(2π), tan(π),sec(–3π), cot(–5π),csc(–2π), sin (–3π)
4. cos(π /2), tan(3π/2),sec(–π/2), cot(–3π /2),
cot(–5π/2),csc(–π/2),sin(–π/2),5. sec(–π/2),
7. cos(–11π/4),
tan(7π/4),
sec(–7π/4),cot(5π/4),
cot(5π/4),
csc(π/4),
sin(–π/4),6. sec(–3π/4),
108. Important Trigonometric Values
9. cos(–2π/3),
tan(7π/3),
sec(–7π/3),cot(5π/3),
cot(5π/3),
csc(4π/3),
sin(–π/3),8. sec(–2π/3),
11. cos(–23π/6),
tan(7π/6),
sec(–17π/6),cot(25π/6),
cot(5π/6),
csc(–5π/6),
sin(–π/6),10. sec(–5π/6),
12. a. Draw and find the locations on the unit circle where
cos() = 1/3. b. If tan() is positive, find tan().
13. a. Draw and find the locations on the unit circle where
tan() = 1/3. b. If sec() is positive, find sin().
14. a. Draw the and find locations on the unit circle where
csc() = –4. b. If cot() is positive, find cos().
15. a. Draw and find the locations on the unit circle where
cot() = –4/3. b. If sin() is positive, find sec().
16. a. Draw and find the locations on the unit circle where
sec() = –3/2. b. If tan() is positive, find sin().
109. Important Trigonometric Values
17. a. Draw the locations on the unit circle where cos() = a.
b. If tan() is positive, find tan() in terms of a.
18. a. Draw the locations on the unit circle where tan() = 2b.
b. If sec() is positive, find sin() in terms of b.
19. a. Draw the locations on the unit circle where cot() = 3a.
b. If sin() is positive, find sec() in terms of a.
20. a. Draw the locations on the unit circle where sec() = 1/b.
b. If tan() is positive, find sin() in terms of b.
21. Justify the tangent and
the cotangent are the
distances shown.
110. Important Trigonometric Values
Answers
For problem 1. See Side 106
For problems 2–11, verify your answers with a calculator.
b. sec() = –5/4.b. sin() = 1/√10
13.
(3/√10 , 1/√10)
(–3/√10 , –1/√10)
15. (–4/5, 3/5)
(4/5, –3/5)
b. Sec() = 1 + 9𝑎2 / 3a
19.
(−3a/ 1 + 9𝑎2 , –1/ 1 + 9𝑎2)
for a > 0
(3a/ 1 + 9𝑎2 , 1/ 1 + 9𝑎2)
b. Tan() = 1 − 𝑎2 / a
17.
for a > 0
(a , 1 − 𝑎2)
(−a ,− 1 − 𝑎2)