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Basic Trigonometry
We are now going to consider what happens to trigonometric functions when we look at circles.
You should know that the equation for a circle with its centre at the origin (0;0) of the Cartesian
plane, is x 2 + y 2 = r 2 . And this should remind you of a very well-known geometry theorem. Which
one? Can you explain what the relationship between these two could be?
The radius (r) of a circle remains constant and is never negative. Why is that so?
If we place a circle on a Cartesian plane with its centre at the origin then
(in Maths) the angles are generally measured from 0 in an
anti-clockwise direction. This is just a convention in Maths,
so don't confuse it with the way you have to do it in Science.
Like this:
Or like this:
In these triangles the radius is the hypotenuse and the opposite and adjacent sides can be defined
in terms of y and x.
y r
sin = cosec =
r y
x r
cos = sec =
r x
y x
tan = cot =
x y
Activity 1
From your investigation in Activity 1 you should be able to deduce why the following is true:
II I
III IV
3
Application
First try to answer the following without looking at the given solution.
13
What is the value of tan if cosec = and 90 < < 270?
12
y
By definition tan = . That means to work out the ratio of tan , we must know the value of y
x
13
and x. Since cosec = , we only know the values of y and r. What will the values of y and r
12
be? And which one will get the negative sign? Why?
The first thing to do is to determine in which quadrant would be so that we can know whether x
13
will be positive or negative. If cosec = it means that y must be -12. It follows then that
12
must be in quadrants III or IV since y is negative only in those quadrants (CAST rule - cosec is
negative only in quadrants III and IV). But we've also been given the restriction 90 < < 270.
According to this must lie in quadrants II or III.
we find that quadrant III is the only quadrant where both conditions are satisfied. And that means
that x must be negative.
You can now construct a right-angled triangle from all your
information, and then, using the theorem of Pythagoras, find
the value of x.
x3 = r 2 y 2
= (13) ( 12 )
2 2
= 25
x = 5
12 12
Since y = -12 and x = -5 it follows that tan = =
5 5
Exercise 1
4
Reduction Formulae
If we refer again to the results from activity 1 we can draw some more conclusions. Take, for
example, the results obtained when the sine of each of the angles was found.
1
sin 30 =
2
1
sin 150 =
2
sin 150 = sin 30
1
sin 210 =
2
sin 210 = sin 30
1
sin 330 =
2
sin 330 = sin 30
sin 30 = sin 30
sin(180 30) = sin 30
sin(180 + 30) = sin 30
sin(360 30) = sin 30
The same relationships will of course be true for sine's reciprocal, cosec.
You will be able to do the same for the other functions. Remember the CAST rule?
cos 30 = cos 30
cos(180 30) = cos 30
cos(180 + 30) = cos 30
cos(360 30) = cos 30
tan 30 = tan 30
tan(180 30) = tan 30
tan(180 + 30) = tan 30
tan(360 30) = tan 30
The above will always apply as long as the angle you are subtracting is an acute angle.
You will find this is true for any angle where (0; 90) and so we can deduce a general rule
by substituting for the angle subtracted. Although the diagramme only includes sine, cosine and
tangent the same will be true for their reciprocals. We call these the reduction formulae.
Exercise 2
6
Negative Angles
Usually angles are measured in an anti-clockwise direction. We can, however, measure them in a
clockwise direction. Because the measurement is in an opposite direction it is given a negative sign.
Once again this is just a convention.
If you are asked to rewrite, e.g., cos( 210) as the ratio of an acute angle, you can do it in two
ways.
OR
Using a Calculator
In preparation for the next activity you must know how to use your calculator to work out cosec, sec
and cot. On your calculator you have only three trigonometric ratios: sine, cosine and tangent. To
work out the other three you must use your knowledge of reciprocal functions.
y r
e.g. sin = and cosec =
r y
1
cosec =
sin
7
1 1 r r
CHECK: = = 1 = = cosec
sin y y y
r
1 1
cosec 30 = = 1 =2
sin 30 2
1
cosec =
sin
1
sec =
cos
1
cot =
tan
Activity 2
Which brings us to
You noticed, for example, that cos 30 = sin 60 and that sin 30 = cos 60.
opposite y
In AOB: sin 30 = =
hypotenuse r
adjacent y
In ACO: cos 60 = =
hypotenuse r
x x
Also in AOB cos 30 = and in ACO sin 60 = .
r r
8
And if we generalise it using the soh cah toa rule:
y y
cos (90 - ) = sin =
r r
cos (90 - ) = sin
x x
sin (90 - ) = cos =
r r
sin (90 - ) = cos
x x
tan (90 - ) = cot =
y y
tan (90 - ) = cot
y y
cot (90 - ) = tan =
x x
cot (90 - ) = tan
r r r r
cosec (90 - ) = sec = sec (90 - ) = cosec =
x x y y
cosec (90 - ) = sec sec (90 - ) = cosec
If you remember the full names of the functions you will notice that we either "add" or "subtract" a
co when working around the y-axis. Hence the name "co-co" rule.
Application
Cover up the solution of the following problems and attempt them before you look at the answers.
Solutions
1. a)
sin 75 = sin (90 - 15)
2. a)
cos 70 = cos(90 20 )
= sin 20
=m
b)
sec 290 = sec(360 70)
= sec 70
= sec(90 20)
= cosec20
1
=
sin 20
1
=
m
B = , then AO
If AO M = 90 + and AO
C = 90 -
From our work with the CAST rule and the reduction
formulae, we know that:
cos AO M = cos AO C
cos(90 + ) = cos(90 )
so cos(90 + ) = sin
So, to summarise: If (0; 90) and you are working around the y-axis (i.e. 90 + ; 270 + )
then "add" or "subtract" a co and keep the sign of the first function (i.e. the sign the first function
has in the quadrant you are considering).
For example: sin (270 + ) is in quadrant IV. So "add" a co to make it cosine and give it a
negative sign because the ratio of sine is negative in quadrant IV.
Exercise 3
Special Angles
Sometimes you are asked to work out trigonometric ratios without using a calculator. These angles
are special cases and are therefore called "special angles".
Activity 3
11
You can use either the circle from activity 3 or the following table as a memory tool:
0 30 45 60 90
x 4 3 2 1 0
y 0 1 2 3 4
r 2 2 2 2 2
You know of course that 4 = 2 and that 1 = 1 . The only reason for keeping it under the square
root sign is to make memorisation easier.
Application
First reduce the given angle to an acute angle, and then use special angle values. (You can,
of course, continue the circle sketch right up to the fourth quadrant, but you don't always
have time to do that in an exam or test situation.)
1 1
a) cos 300 = cos (360 - 60) = cos 60 = =
2 2
1
b) tan 150 = tan (180 - 30) = - tan 30 =
3
or
1
HG: tan 150 = tan (90 + 60) = - cot 60 =
3
2
3 3
c) sin 300 = sin (360 - 60) = sin 60 =
2 2 2
=
4
2
Why is sin2(360 - 60) positive? Why not negative? Make sure you know why
You will find when looking through textbooks or at memo's of old exam papers that
1 2
sometimes an answer is given as whereas you have written . Neither is wrong as
2 2
you should know from your work with surds. The one just has a rationalised denominator.
1 2 2
=
2 2 2
12
Does sin 30 + sin 30 = sin 60? And does cos 45 = cos 15 + cos 30? Can you
substantiate your answer?
Exercise 4
Identities
There are 11 fundamental identities which you must know off by heart. Some you already know.
1 1
sin = cosec =
cosec sin
1 1
cos = sec =
sec cos
1 1
tan = cot =
cot tan
Activity 4
tan2 + 1 = sec2
cot2 + 1 = cosec2
And then tan and cot in terms of sin and cos . sin
tan =
cos
cos
cot =
sin
As an aid to memory you can use the diagram on the next page. Just note that, for example,
sin + cos 1
Remember: 9 + 16 = 25 = 5
It is NOT: 9 + 16 9 + 16 = 3 + 4 = 7
13
sin2 cos2
+
tan2 + 1 + cot2
= =
sec2 cosec2
In solving identities you are not allowed to make use of x, y or r. The only time you do make
use of these is when you are proving the 11 fundamental identities.
Application
1 cos
cosec cot . cos = . cos
sin sin
1 cos 2
=
sin
sin 2
= If sin2 + cos2 = 1, then 1 - cos2 = sin2
sin
= sin
2. cot2 (sec2 - 1)
sec2 = tan2 + 1
sec2 - 1 = tan2
1
So: cot2(sec2 - 1) = cot2 tan2 = 2
tan2 = 1
tan
Proving Identities
Sometimes you will be required to prove that the left hand side (LHS) of an equation equals the
right hand side (RHS). Be very careful how you set out your work in such a case. The usual way is
to separate the two sides first and then simplify the most difficult side first.
Application