S20 CCA IM3H Notes 4 PDF

CCA
IM3H
Module 4 Honors
Trigonometric Functions

CCA IM3H Notes 4 – pg 1

4.1H Warm Up
Trigonometric Functions – finding exact values

Explain the relationship between degrees and radians
Complete the unit circle below using your understanding of degrees, radians, and special right triangles
Review Trigonometric Ratios

Find the trigonometric ratios for the given triangles. Simplify all answers completely.

sin csc

cos sec

tan cot


An angle is in standard position if its vertex is located at the origin and one ray is on the positive x‐axis. The ray
on the x‐axis is called the initial side and the other ray is called the terminal side.

An angle, in standard position, that is rotated counter clockwise has a positive measurement. An angle, in
standard position, that is rotated clockwise has a negative measurement.

If is an angle in standard position, its reference angle is the acute angle formed by the terminal side of and the
x‐axis.

Two angles, in standard position, are coterminal if they share a terminal side.

For each angle measurement below, (A) sketch the angle in standard position, (B) identify the measure of
the reference angle, and (C) identify the measure of an angle that is coterminal with the given angle.

5. 110° 6. 345°
(A) Sketch: (A) Sketch:

(B) Reference Angle: (B) Reference Angle:

(C) Coterminal Angle: (C) Coterminal Angle:
7. 76° 8. 192°
(A) Sketch: (A) Sketch:

(B) Reference Angle: (B) Reference Angle:

(C) Coterminal Angle: (C) Coterminal Angle:


Find the exact values of the following.
1. cos(210) 2. sin (330) 3. tan ( 750)
4. sin 5. cos 6. tan
7. tan 8. sin 9. cos
10. sin 11. cos 12. tan
13. cos 14. tan 15. sin
16. sin 17. tan 18. cos
Find the exact values of the following.
4 3
19. Given sin    and 0; find 20. Given tan   and 0; find
5 5
sin   csc   sin   csc  
cos   sec   cos   sec  
tan   cot   tan   cot  

4.1H Understanding Identities
A Practice Understanding Task

Part I: Fundamental Trigonometric Identities
Right triangles and the unit circle provide images that can be used to derive, explain, and
justify a variety of trigonometric identities.

8 3
1) Use identities to find the value of the remaining trig functions given that sin    and     .
15 2

Simplify each expression. Simplified answers will have as few trig functions as possible and NO FRACTION.

  1
2) tan   x  sin x 3) csc x cot 2 x 
2  sin x

 
cos      1
tan  csc   2 
4) 5)
sec  1  sin   


Part 2 ‐ Verifying Identities

Guidelines:
 Work with one side (the complicated side) at a time
 Look for chances to factor, add fractions, square binomials, or create 1 term denominators
 Look for chances to use basic identities paying attention to what functions are in the answer
o sines and cosines match up well
o tangents and secants match up well
o cotangents and cosecants match up well
 If nothing else works, turn everything into sines and cosines
 ALWAYS TRY SOMETHING

Verify each identity.
sec 2 x  1 cos 
6)  sin 2 x 7) sec   tan  
sec x2
1  sin 

1 1 cot 2  1  sin 
8)   2sec2 x 9) 
1  sin x 1  sin x 1  csc  sin 


Part II: More Trigonometric Identities

Half‐Angle Formulas u 1  cos u u 1  cos u u 1  cos u

sin  cos  tan 
2 2 2 2 2 sin u
sin u

1  cos u
Double Angle sin 2u  2sin u cos u

Formulas
cos 2u  cos2 u  sin 2 u  2cos2 u 1  1  2sin 2 u
2 tan u
tan 2u 
1  tan 2 u
Sum and Difference sin  u  v   sin u cos v  cos u sin v tan u  tan v

tan  u  v  
Formulas 1  tan u tan v
sin  u  v   sin u cos v  cos u sin v

cos  u  v   cos u cos v  sin u sin v
tan u  tan v
tan  u  v  
1  tan u tan v
cos  u  v   cos u cos v  sin u sin v

Use the formulas above to solve the following problems.
1. Use the angle sum or difference of angles formulas to answer the following questions.

a. Find sin 75° b. Find cos 195°

 5   13 
c. sin   d. cos  
 12   12 


2. Use a half‐angle formula to evaluate each of the following.

a. tan105 b. cos112.5

 5 
c. sin  
 8 

2. If sin with and cos with 0 , find…

a. cos b. cos 2

c. sin d. sin 2

B  A
e. tan   f. cos  
2 2


4.2H Warm‐Up
Finding trig expressions
 
1. Find cos if  and 0    2. Find tan if  and  
2 2
 3 3 3
3. Find  if cos = and     4. Find  if  and    2
2 2 2
4
5. If tan  = - , 270  θ<360 , find all the remaining functions of .
5
6. Find the values of the six trig. functions of , if  is an angle in standard position with the
point (-5, -12) on its terminal ray.

4.2H More Identities

Simplify the following:
1. 270 
2.
Verify the following trigonometric identities.

3. cot tan 4. 1

5. sin 6.


7. sin 2 8. 1 sin 2 sin cos

9. sin 2 tan 1 cos 2 10. cos 2


4.3H Warm‐Up
Using sum, difference, double and half angle Identities
Find each of the following numbers:
If sin A = 12 , 0 < A <  and cos B =  8 ,   B  3 

13 2 17 2
1. sin (A + B)
2. cos (A – B)
3. tan (A + B )
4. Simplify:
(a) sin(67 12  )

(b) cos  
8
 5 
(c) sin  
 8 
(d) cos(202 12  )


4.3H How Many Solutions Can There Be?

Throughout this module, you will investigate various periodic phenomena: finding
the height of a rider on a Ferris Wheel, describing the high and low tide, and
examining the body temperature of a newly discovered animal, just to name a few.

All of these situations involve the use of trigonometric equations to find particular solutions. Many times, these
contexts offer an infinite amount of solutions. These solutions were typically evenly spaced. Many trigonometric
equations have an infinite amount of solutions and some have no solutions.
Furthermore, you have explored trigonometric identities, which have solutions for any given angle value.

Below are some basic trigonometric equations for you to solve on the interval 0, 2 .

√ √
1. sin 2. cos 3. csc 2

4. tan 1 5. cos 1 6. sin 1 cos 0

Because of the restricted domain given for the equations above, there were only a finite number of solutions for
each problem. If there was no restriction on the domain, there would likely be an infinite amount of solutions.
√
7. Consider the equation: sin

a. What are the solutions in the domain 0, 2 ?

b. One of the solutions from part a is in the first quadrant on the unit circle. Find four more solutions that are
also in the first quadrant if there is no domain restriction. (Hint: think of coterminal angles)

c. In what quadrant are the other solutions located? List four of these solutions.

√
d. Generalize all solutions to the equation sin .


Find all solutions to the following trigonometric equations. Be resourceful in your methods – you may want to
consider factoring and using a trigonometric identity along the way.

8. 7 cos 9 2 cos 9. tan 1 cos 1 0

10. 2 sin sin 1 0 11. sec 2 0

√
12. cos 2 13. 3 sin 7 sin 4 0


14. sin 2 sin 15. cos 2 cos 1 0

√
16. sin sin 1 17. sin 2 cos cos 2 sin


4.4H Warm Up
Solving Trig equations

Solve the following equations and list the solutions in the interval 0, 2
1. 3 1 0
2. 2 5 3
Solve the following equations and list the general solutions.
3. 2 6 0
4. 3 3 3 3 0


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4.4H “Sine” Language
A Solidify Understanding Task

Part 1
Carlos and Clarita are participating in an afterschool enrichment class where they have
to build a model replica of a Ferris wheel.

They are required to use the following measurements:

 The Ferris wheel has a radius of 1 meter.
 The center of the Ferris wheel is at ground level

Carlos has also been carefully timing the rotation of the wheel by placing a doll in the cart in position D and has
observed the following additional fact:

 The Ferris wheel makes one complete rotation counterclockwise every 360 seconds

1. Using this new information, how many degrees does the Ferris wheel rotate per second (angular speed)?

2. How high will the doll be 10 seconds after passing position A on the diagram?


3. Calculate the height of the doll at each of the following times t, where t represents the number of seconds
since the doll passed position A on the diagram. Keep track of any patterns you notice in the ways you
calculate the height. As you calculate each height, record the time and height on the diagram as the
coordinates (time, height).

Elapsed time, t, since
Calculations Height of the doll
passing position A

10 sec

20 sec

30 sec

45 sec

60 sec

90 sec

4. Examine your calculations for finding the height of the doll during the first 90 seconds after passing position A.
During this time, the angle of rotation of the doll is somewhere between 0° and 90°. Write a general formula for
finding the height of the doll during this time interval.


5. Calculate the height of the doll at each of the following times t, where t represents the number of seconds since
the doll passed position A on the diagram. Keep track of any patterns you notice in the ways you calculate the
height. As you calculate each height, record the time and height on the diagram as the coordinates (time,
height).

120 sec

150 sec

180 sec

225 sec

270 sec

315 sec

330 sec

360 sec

400 sec

420 sec

630 sec

660 sec

720 sec

6. How might you find the height of the doll in other “quadrants” of the Ferris wheel, when the angle of rotation is
greater than 90°?


Part 2
Carlos and Clarita are making notes of what they have observed about this new way of defining sin .

Carlos: “For some angles the calculator gives me positive values for sin , and for other angles it gives me negative
values.”

1. Without using your calculator, list at least five angles of rotation for which the value of sin produced by the
calculator should be positive.

2. Without using your calculator, list at least five angles of rotation for which the value of sin produced by the
calculator should be negative.

Clarita: “Yeah, and sometimes we can’t even draw a triangle at certain positions on the Ferris wheel, but the
calculator still gives us values for the sine at those angles of rotation.”

3. List possible angles of rotation that Clarita is talking about ‐ positions for which you can’t draw a triangle to use
as a reference. Then, without using your calculator, give the value of the sine that the calculator should provide
at those positions.

Carlos: “And, because of the symmetry of the circle, some angles of rotation should have the same values for the
sine.”

4. Without using your calculator, list at least five pairs of angles that should have the same sine value.

Clarita: “Right! And if we go around the circle more than once, the calculator still gives us values for the sine of the
angle of rotation, and multiple angles have the same value of the sine.”

Carlos: “Can you have a sine value for an angle less than zero?”

5. List some angles that satisfy Clarita’s statement. Explain why her statement is true.


6. a. For which angles of rotation are the values of sine positive?

b. For which angles of rotation are the values of sine negative?

7. Explain how you find the angle of rotation in quadrant II, III, and IV when the reference angle has a
measurement of .

8. Based on the data you calculated, as well as any additional insights you might have about riding on Ferris
wheels, sketch a graph of the height of the doll on this Ferris wheel as a function of the elapsed time since the
rider passed the position farthest to the right on the Ferris wheel. We can consider this position as the rider’s
starting position at time 0. Be sure to include the starting position.

9. Write the equation of the graph you sketched in question 8.


10. Carlos realizes that a Ferris wheel at ground level does not make sense.
a. How would the graph and equation change if he built the Ferris wheel 2 meters above ground?
New Equation:
b. How would the graph and equation change if he built the Ferris wheel 1 meter above the ground with a
radius of 3?
New Equation:
Graph both equations from part a and b on the graph below.


Practice

5 1 Amplitude_______ Midline __________
3 2 Amplitude_______ Midline __________

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4.5H Warm‐Up
More Ferris Wheels
A Solidify Understanding Task

In a previous task, “Sine” Language, you calculated the height of a doll on a model Ferris
wheel at different times t, where t represented the elapsed time after the rider passed
the position farthest to the right on the Ferris wheel.

Use the following facts for a new Ferris wheel :
 The Ferris wheel has a radius of 25 feet.
 The center of the Ferris wheel is 30 feet above the ground.
 The Ferris wheel makes one complete rotation counterclockwise every 20 seconds.

1. Using what you learned in the previous task, as well as any additional insights you might have about riding on
Ferris wheels, sketch a graph of the height of a rider on this Ferris wheel as a function of the elapsed time since
the rider passed the position farthest to the right on the Ferris wheel. We can consider this position as the
rider’s starting position at time 0. Be sure to include the starting position.

t 3 4 6 8 9 12 16 20 24
f(t)



3. We began this task by considering the graph of the height of a rider on a Ferris wheel with a radius of 25 feet
and center 30 feet off the ground, which makes one revolution counterclockwise every 20 seconds. How would
your graph change if:
a. the radius of the wheel was larger? or smaller?

b. the height of the center of the wheel was greater? or smaller?

c. the wheel rotates faster? or slower?

4. Of course, Ferris wheels do not all have this same radius, center height, or time of rotation. Describe a different
Ferris wheel by changing at least one of the facts listed above.

Description of my Ferris wheel:

5. Sketch a graph of the height of a rider on your Ferris wheel from question 4 as a function of the elapsed time
since the rider passed the position farthest to the right on the Ferris wheel.



7. How does the equation of the rider’s height change if:
a. the radius of the wheel is larger? or smaller?

b. the height of the center of the wheel is greater? or smaller?

c. the wheel rotates faster? or slower?

8. Write the equation of the height of a rider on each of the following Ferris wheels t seconds after the rider
passes the farthest right position.

a. The radius of the wheel is 30 feet, the center of the wheel is 45 feet above the ground, and the angular
speed of the wheel is 15 degrees per second counterclockwise.

b. The radius of the wheel is 50 feet, the center of the wheel is at ground level (you spend half of your time
below ground), and the wheel makes one revolution clockwise every 15 seconds.

9. Explain how each part of the functions below changes the original graph.
a. 10 sin 2 6
b. 5 sin 3

4.5H Moving Shadows
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In spite of his nervousness, Carlos enjoys his first ride on the Ferris wheel. He does,
however, spend much of his time with his eyes fixed on the ground below him. After a
while, he becomes fascinated with the fact that, since the sun is directly overhead, his
shadow moves back and forth across the ground beneath him as he rides around on
the Ferris wheel.

Recall the following facts for the model replica Ferris wheel Carlos is building:
 The Ferris wheel has a radius of 1 meter.
 The center of the Ferris wheel is 1 meter above the ground.
 The Ferris wheel makes one complete rotation counterclockwise every 360 seconds

To describe the location of the dolls’ shadow as it moves back and forth on the ground beneath, we could measure
the shadow’s horizontal distance (in feet) to the right or left of the point directly beneath the center of the model
Ferris wheel, with locations to the right of the center having positive value and locations to the left of the center
having negative values. For instance, in this system, the doll’s shadow’s location will have a value of 1 meter when
he is at the position farthest to the right of the center on the Ferris wheel, and a value of 1 when it is at a position
farthest to the left of the center.

1. In this new measurement system, if the doll’s shadow is at 0 feet, where is the doll sitting on the Ferris wheel?

2. In our previous work with the Ferris wheel, t represents the number of seconds since the doll passed the
position farthest to the right on the Ferris wheel. How long will it take the doll to be at the position described
in question 1?


3. Calculate the location of the doll’s shadow from center at the times t given in the following table, where t
represents the number of seconds since Carlos passed the position farthest to the right on the Ferris wheel.
Keep track of any patterns you notice in the ways you calculate the location of the shadow. As you
calculate each location, plot the location of the shadow from center on the graph on the following page.

Elapsed time since passing position A Location of the shadow from center
30 sec
60 sec
90 sec
135 sec
150 sec
180 sec
210 sec
225 sec
240 sec
300 sec
315 sec
330 sec
360 sec
390 sec
410 sec
450 sec
480 sec
495 sec
510 sec


4. Sketch a graph of the horizontal location of the doll’s shadow from center as a function of time t, where t
represents the elapsed time after the doll passes position A, the farthest right position on the Ferris wheel.

5. Write a general equation for finding the location of the shadow at any instant in time.

Graph the following functions.
6. 2 cos 7. 3 cos 2


4.6H Warm‐up
Degrees to Radians

During the spring runoff of melting snow, the stream of water powering this waterwheel causes it to make
one complete revolution counterclockwise every 3 seconds.

Write an equation to represent the height of a particular paddle of the waterwheel above or below the water level
at any time, t, after the paddle emerges from the water.

18. Write your equation so the height of the paddle will be graphed correctly on a calculator set in degree
mode.

19. Revise your equation so the height of the paddle will be graphed correctly on a calculator set in radian
mode.

During the summer months, the stream of water powering this waterwheel becomes a “lazy river” causing
the wheel to make one complete revolution counterclockwise every 12 seconds.

Write an equation to represent the height of a particular paddle of the waterwheel above or below the water level
at any time, t, after the paddle emerges from the water.

20. Write your equation so the height of the paddle will be graphed correctly on a calculator set in degree
mode.

21. Revise your equation so the height of the paddle will be graphed correctly on a calculator set in radian
mode.

Given the graphs below, write at least one function that can be used to model the graph.
8. 9.

4.6H High Noon and Sunset Shadows
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A Develop Understanding Task

In this task, we revisit the Ferris wheel that caused Carlos so much anxiety. Recall the
following facts from previous tasks:
 The Ferris wheel has a radius of 25 feet.
 The center of the Ferris wheel is 30 feet above the ground.
 The Ferris wheel makes one complete rotation counterclockwise every 20 seconds.

The Ferris wheel is located next to a high‐rise office complex. At sunset, a rider casts a shadow on the exterior wall
of the high‐rise building. As the Ferris wheel turns, you can watch the shadow of the rider rise and fall along the
surface of the building. In fact, you know an equation that would describe the height of this “sunset shadow.”

1. Write the equation of this “sunset shadow.”

At noon, when the sun is directly overhead, a rider casts a shadow that moves left and right along the ground as the
Ferris wheel turns. In fact, you know an equation that would describe the motion of this “high noon shadow.”

2. Write the equation of this “high noon shadow.”


3. Based on your previous work, you probably wrote these equations in terms of the angle of rotation being
measured in degrees. Revise your equations so the angle of rotation is measured in radians.

a. The “sunset shadow” equation in terms of radians:

b. The “high noon shadow” equation in terms of radians:

4. In the equations you wrote in question 3, where on the Ferris wheel was the rider located at time 0? We
will refer to the position as the rider’s initial position on the wheel.

a. Initial position for the “sunset” shadow equation:

b. Initial position for the “high noon” shadow equation:

5. Revise your equations from question 3 so that the rider’s initial position at 0 is at the top of the wheel.
Sketch a graph of the new functions.

a. The “sunset shadow” equation, initial position at the top of the wheel:

b. The “high noon shadow” equation, initial position at the top of the wheel:


6. Revise your equations from question 3 so that the rider’s initial position at 0 is at the bottom of the
wheel.

a. The “sunset shadow” equation, initial position at the bottom of the wheel:

b. The “high noon shadow” equation, initial position at the bottom of the wheel:

7. Revise your equations from question 3 so that the rider’s initial position at 0 is at the point farthest to the
left of the wheel.

a. The “sunset shadow” equation, initial position at the point farthest to the left of the wheel:

b. The “high noon shadow” equation, initial position at the point farthest to the left of the wheel:

8. Revise your equations from question 3 so that the rider’s initial position at 0 is halfway between the
farthest point to the right on the wheel and the top of the wheel.

a. The “sunset shadow” equation, initial position halfway between the farthest point to the right on the wheel
and the top of the wheel:

b. The “high noon shadow” equation, initial position halfway between the farthest point to the right on the
wheel and the top of the wheel:

9. Revise your equations from question 3 so that the wheel rotates twice as fast.

a. The “sunset shadow” equation for the wheel rotating twice as fast:

b. The “high noon shadow” equation for the wheel rotating twice as fast:


10. Revise your equations from question 3 so that the radius of the wheel is twice as large and the center of the
wheel is twice as high.

a. The “sunset shadow” equation for a radius twice as large and the center twice as high:

b. The “high noon shadow” equation for a radius twice as large and the center twice as high:

11. Below is the standard form for a sine and cosine trigonometric function. Explain how to find the following
features on a graph using standard form.
a. y‐intercept:
b. Midline(Vertical Shift):
c. Amplitude:

d. Period:
e. Phase (Horizontal) Shift:

4.7H Warm Up
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Getting on the Right Wavelength ‐ A Practice Understanding Task

Below is a new Ferris wheel that has a radius of 40 feet, whose center is 50 feet from the
ground, and makes one revolution counterclockwise every 18 seconds.

1. Write the equation of the height from the ground of the
rider at any time t, if at 0 the rider is at position A. Use
radians to measure the angles of rotation.

2. At what time(s) is the rider 70 feet above the ground? Show
the details of how you answered this question.

3. Use your answer from question 2 to write an equation to show when the rider is 70 feet above the ground if the
Ferris wheel goes around forever.

4. Use the equation from #1 to find at what time(s) the rider is 80 feet above the ground.


5. Write the equation of the height of the rider at any time t, if at 0, the rider is at position D. Use radians to
measure the angles of rotation.

6. For the equation you wrote in question 4, at what time(s) is the rider 80 feet above the ground? Show or
explain the details of how you answered this question.

7. Use your answer from question 6 to write an equation to show when the rider is 80 feet above the ground if the
Ferris wheel goes around forever.


4.7H Graphing Sine and Cosine
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Graph the following functions using radians and identify the listed features.
1. sin 2 3
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

2. 3sin 2 1
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:


3. 3cos 4 2
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

4. cos 1
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:


5. 2cos 1
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

6. 2 cos 3 1
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

3


7. sin
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:
8. 4 sin 2 1
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:


9. cos 2
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

10. 3 sin 2 2 2
Domain:

Range:

Amplitude:

Period:

Phase Shift:

Midline:

4.8H Warm Up
Reciprocal Trigonometric Values

Use the triangle below to identify the following trigonometric ratios. Be sure to give exact values.

1. sin 2. csc

3. cos 4. sec

5. tan 6. cot

Recall how we extended the definitions of sine, cosine, and tangent for all angles of rotation:

7. How might the definitions of cosecant, secant, and cotangent be extended
to all angles of rotation?

csc

sec

cot


4.8H Reciprocating the Graphs
A Develop and Solidify Understanding Task

Carlos and Clarita were graphing trigonometric functions on their math homework and were wondering what the
graphs of the reciprocal functions would look like.

Carlos stated: “Since sin and cos both have maximum and minimum values of 1 and 1, I think these will be the
maximum and minimum values for csc and sec as well.”

Clarita disagreed: “No way! Think about the values between the zeros and the maximum or between the zeros and
the minimum. What happens if you take their reciprocals? The numbers become really large.”

1. Who do you agree with? Explain.

2. Complete the table of values for angles in quadrant I for sin and csc . Graph these two functions in
different colors on the coordinate plane. Use symmetry to complete the sketch of each function for angles on a
domain of 2 , 2 . Reminder: csc .

sin csc
0
π

3. What happens to the graph of csc when the graph of sin crosses the x‐axis?

4. Explain why csc has the shape that appears in your graph in question 2.

5. Complete the table of values for angles in quadrant I for cos and sec . Graph these two functions in
domain of 2 , 2 . Reminder: sec .

cos sec
0

6. What happens to the graph of sec when the graph of cos crosses the x‐axis?

7. Explain why sec has the shape that appears in your graph in question 5.

Carlos: “Now that we have seen the basic graphs of csc sec what would happen if we change the
numbers in the functions?”

Clarita responds: “Okay. Let’s try graphing 2 csc by first graphing 2 sin .”


8. Graph the function 2 csc using Clarita’s recommendation.

Domain:___________________ Range:___________________

Carlos says: “I’m starting to understand. Let’s try a few more.”

Graph the following functions by first graphing the associated sine, cosine, or tangent function.

9. sec 2

Domain:___________________ Range:__________________


10. sec 2 11. csc 1

Domain:___________________ Range:___________________ Domain:___________________ Range:___________________

 
12. y  2 sec  x   1 13. y  3 csc 2  x     2
 4



4.9H Warm Up
Solve each of the equations below and write the general solution.

1. 2 sin 3 sec 3 sec 3

2. sin 2 2 cos 0

3. 3 sec 3 0

4. 4 3 1 0

©2014www.flickr.com/photos/knightsublime
4.9H Off on a Tangent
A Develop and Solidify Understanding Task

Recall that the right triangle definition of the tangent ratio is:

tan

1. Revise the right triangle definition of tangent to find the tangent of
any angle of rotation drawn in standard position on the unit circle.
Explain why your definition is reasonable.

2. We have observed that on the unit circle the value of sine and cosine can be represented with the length of a
line segment. Indicate on the following diagram which segment’s length represents the value of sin and which
represents the value of cos for the given angle θ.


3. Extend your thinking about tan by considering the length of as θ rotates through positive angles from
0 radians to 2 radians. Using your unit circle diagrams from the task, Water Wheels and the Unit Circle, give
exact values for the following trigonometric expressions:

a. tan b. tan c. tan
d. tan e. tan f. tan
g. tan h. tan i. tan
j. tan k. tan l. tan

4. On the coordinate axes below, sketch the graph of tan by considering the length of as θ rotates
through angles from 0 radians to 2 radians. Explain any interesting features you notice in your graph.

x‐intercepts:

Period:

Asymptotes:

Domain:
Range:

5. Graph each tangent function. Be sure to identify the locations of the asymptotes.

a. tan 2
Period:

Phase Shift:

Vertical Shift:

x‐intercepts:

Asymptotes:

Domain:

Range:


b. 2 tan 3
Period:

Phase Shift:

Vertical Shift:

x‐intercepts:

Asymptotes:

Domain:

Range:

c. 1 tan
Period:

Phase Shift:

Vertical Shift:

x‐intercepts:

Asymptotes:

Domain:

Range:

d. tan 2
Period:

Phase Shift:

Vertical Shift:

x‐intercepts:

Asymptotes:

Domain:

Range:


6. Complete the table of values for angles in quadrant I for tan and cot . Graph these two functions in
domain of , . Reminder: cot .

tan cot
0

 
7. 3 cot 8. f  x   2 cot 2  x  
 4



4.10 Warm Up
What’s Your Equation?
For each graph below, write the indicated function.
Write a sine and a cosine equation for each of the graphs below.

1. Use radians.

2. Use radians.

3. Use radians.


4. Tangent

5. Cosecant 6. Secant

7. Cotangent

4.10H Modeling and Inverses
A Solidify and Practice Understanding Task

Part I:

1. A team of biologists have discovered a new creature in the rain forest.
They note the temperature of the animal appears to vary periodically over
time. A maximum temperature of 125° occurs 15 minutes after they start
their examination. A minimum temperature of 99° occurs 28 minutes later.
The team would like to find a way to predict the animal’s temperature over time in minutes.

a. Create a graph of one full period.

b. Write an equation of temperature as a function over time in minutes using sine.

c. Write an equation of temperature as a function over time in minutes using cosine.

d. Use your sine or cosine equations from parts a and b to write an equation to represent all the times when
the temperature will be 108°.

e. Give at least two times when the temperature will be 108°.


Part II:

Perhaps you thought about the unit circle or used a calculator to answer the previous question. For periodic
functions, there are many answers to this type of question. Therefore, this question, by itself, does not define an
inverse trigonometric function.

Suppose we have a simplified equation:

sin 0.75

Using your calculator, sin 0.75 0.848 radians. However, the following graph indicates other values of θ for
which sin 0.75

1. Without tracing the graph or using any other calculator analysis tools, use the fact that
sin 0.75 0.848 radians to find at least three other angles, θ, where sin 0.75. Each of these angles shows
up as a point of intersection between the sine curve and the line 0.75 in the graph shown above.


4.11 – Inverse Trig Functions
f  x   sin x f 1  x   sin 1 x
Restricted Domain:__________________
Restricted Range:__________________ Domain:________________ Range: _________________

f  x   cos x f 1  x   cos 1 x
Restricted Range:__________________ Domain:________________ Range: _______________


f  x   tan x f 1
 x   tan 1
x
Restricted Range:__________________ Domain:________________ Range: _______________

arcsin and arctan arcos

Evaluate each expression in both degrees and radians.
 3
1. arccos 
 2  2. sin 3. tan √3
 

√
4. tan 1 5. sin 2 6. arccos

 2  3
7. arcsin    8. cos 1 1 9. arctan 
 2   3 
  

√
10. 11. 12.

13. 14. 15.


Practice.

Find the exact value without a calculator.

1. √ 3.
2.

4. 5. 6.

7. 8. √3 9. 1

10. 11. 12.

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CCA

Review Trigonometric Ratios

1. cos(210) 2. sin (330) 3. tan ( 750)

4. sin 5. cos 6. tan

7. tan 8. sin 9. cos

10. sin 11. cos 12. tan

13. cos 14. tan 15. sin

16. sin 17. tan 18. cos

Find the exact values of the following.

sin   csc   sin   csc  

cos   sec   cos   sec  

tan   cot   tan   cot  

Half‐Angle Formulas u 1  cos u u 1  cos u u 1  cos u

Double Angle sin 2u  2sin u cos u

Sum and Difference sin  u  v   sin u cos v  cos u sin v tan u  tan v

Verify the following trigonometric identities.

Find each of the following numbers:

If sin A = 12 , 0 < A <  and cos B =  8 ,   B  3 

Solve the following equations and list the general solutions.

Graph both equations from part a and b on the graph below.

a. the radius of the wheel was larger? or smaller?

a. the radius of the wheel is larger? or smaller?

d. tan e. tan f. tan

g. tan h. tan i. tan

j. tan k. tan l. tan

Domain:___________________ Range:___________________ Domain:___________________ Range:___________________

Restricted Range:__________________ Domain:________________ Range: _________________

Restricted Range:__________________ Domain:________________ Range: _______________

Restricted Range:__________________ Domain:________________ Range: _______________

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Domain:_________ Range:_ Domain:_ Range:_________

Restricted Range:__ Domain: Range: _

Restricted Range:____ Domain: Range: _

Restricted Range:____ Domain: Range: _