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TTS Integrated
Training System
Module 1
Licence Category B 1 and 82
Mathematics
1.3 Geometry
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Basic knowledge tor categories A, B1 and B2 are indicated by the allocation of knowledge levels indicators (1, 2 or ---..,
3) against each applicable subject. Category C applicants must meet either the category B1 or the category B2
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL 1
A familiarisation with the principal elements of the subject.
Objectives: The applicant should be familiar with the basic elements of the subject.
The applicant should be able to give a simple description of the whole subject, using common words and
examples.
The applicant should be able to use typical terms.
LEVEL 2
A general knowledge of the theoretical and practical aspects of the subject.
An ability to apply that knowledge.
Objectives: The applicant should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives: The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoretical fundamentals
and specific examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematics
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results from various sources and measurements and apply
corrective action where appropriate .
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- . ~')
~:.r/
'~;/
Table of Contents
,-. Module 1.3 Geometry 5

Trigonometry 5
Trigonometrical Relationships 5
The Sine Curve 10
The Cosine Curve 10
~
The Tan Curve 11
-~
Other Trigonometric Functions 12
To Find the Length of an Unknown Side 13
Coordinates and Graphs 21
The x and y Axis 21
Graphical Representations of an Equation 27
.-----.. The Straight Line 39
Derivation of the Equation y = mx + c 45
Cartesian and Polar Coordinates 51
Cartesian Coordinates 51
Polar Coordinates 51
r--'
Converting 52
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Module 1.3 Geometry 3-3
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Module 1.3 Enabling Objectives and Certification Statement
Certification Statement
These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex Ill (Part-66)
A ppen d.1x I, an d th e assoc1a
. t ed K nowe
I d~e Leve Is as spec1T1ed beow:
I
EASA66 Level
Objective
Reference 81 82
Geometry 1.3
(a) 1 1
Simple geometrical constructions
(b) 2 2
Graphical representations; nature and uses of
graphs, graphs of equations/functions
(c) 2 2
Simple trigonometry; trigonometrical
relationships, use of tables and rectangular and
polar coordinates
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Module 1.3 Geometry

Trigonometry
Trigonometrical Relationships
1. By using Pythagoras, you are now able to partially solve right-angled triangles, i.e. you
can find the third side of a right-angled triangle when given its other 2 sides. This
chapter is concerned with establishing the basic trigonometrical concepts which will later
enable you to completely solve right-angled triangles, i.e. to find all their 6 elements
(angles and sides).
2. Similar triangles are triangles which are the same shape, one is simply an enlargement
of the other. Two important properties of similar triangles are:
a) their corresponding angles are equal.
b) their corresponding sides are proportional.
Consider the triangles:
(1) (2)
3
c
4 8
'"' 3. The above triangles are similar since they are equiangular and the ratios of their
corresponding sides are constant, i.e.
BC 3 EF 6 3
a) - =- =- = -= -
,.---.,
AB 5 DE 10 5
AC 4 OF 8 4
;---.
b) -=-= -
AB 5 DE
=-
10
= -5
,...--. BC 3 EF 6 3
c) - - -- - = - -- -
~
AC 4 DF 8 4

governed by the statement TIS Integrated Training System
c A
b b
4. Now consider the following similar triangles:
In both cases side 'c' is the hypotenuse.
Taking angle A as the reference: Taking angle Bas the reference:
a) Side 'a' is the side opposite a) Side 'b' is the side opposite
b) Side 'b' is the adjacent side b) Side 'a' is the adjacent side
Since the triangles are similar, the ratios of corresponding sides are constant, i.e., the
ratios a , b and a are the same for all similar right-angled triangles.
c c b
5. In a right-angled triangle the ratio:
side opposite the angle

a) is called the SINE of the reference angle
hypotenuse
opposite a
sin A = =
hypotenuse c
side adjacent to the angle

b) is called the COSINE of the reference angle
hypotenuse
adjacent b
cos A= =
hypotenuse c
side opposite the angle

c) is called the TANGENT of the angle.
side adjacent that angle
tan A = opposite = a
adjacent b
The above are the fundamental trigonometrical ratios for right-angled triangles and must
be remembered . A convenient method to help you to remember them is 'SOHCAHTOA'
or 'SoHCAHToA' where S=sin, C=cos and T=tan

Example:
For the triangle shown find:
a) sine of angle B b) cosine of angle B c) tangent of angle B
A 3 c
opp 3
a) sin B = = = 0.6
hyp 5
adj 4
b) cos B = =- = 0 .8
hyp 5
opp 3
c) tan B = = = 0.75
adj 4
6. We will now investigate how the values of sin, cos and tan vary with the magnitude of the
angle.
a) When angle A is very small:

B
a
A . b . C
opp a
(1) sin A = hyp
=
c
and is very small.
When angle A is zero, sin A =0

adj b
(2) cos A = = and b::: c.
hyp c
When angle A is zero, cos A =1
Use and/or disclosure is Module 1.3 Geometry 3-7

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opp a
(3) tan A = = and is very small.
adj b
When angle A is zero, tan A = 0
b) When angle A is large:
A
b
c
(1) sin A = opp =a and a c.

hyp c
(2) cos A = adj =E_ and is small.

hyp c
When angle A = goo, cos A= 0.
(3) tan A = opp =~ and is very large.

adj b
When angle A = goo, tan A ==
We can summarise the above:
ANGLE
sin 0 1
cos 1 0
tan 0 CXl
Note: The maximum value of sin and cos is 1 , but the maximum value of tan is infinity
(= ).

Copyright 2011 on page 2 o f this ch apter
'
~-
-
,--..
r--<
,..--... Designed in association with the
r--
8. We have seen that trigonometrical ratios vary as the angle varies and have calculated
values for 0 and 90. We will now calculate the values for 30 and 60. Consider the
,.---.,
equilateral triangle ABC of sides 2 units.
,--..
B
Line BD bisects ABC and is

perpendicular to AC
In triangle ABO, A= 60, B = 30 and D = 90
B
sided = 2 (given)
side b = 1 (half of AC)
side a = ~2 2 f (Pythagoras)
a = .J3
Thus, in right-angled triangle ABO:
a) sin 60 =
opp
=
.J3 = 1.7321
= 0.8660
hyp 2 2
adj 1
b) cos 60 = = = 0.5000
hyp 2
c) tan 60 =
opp
=
.J3 = 1.7321
adj 1
opp 1
,.__ d) sin 30 = = - = 0.5000
hyp 2
e) cos 30 =
adj
=
J3 = 1.7321
= 0.8660
hyp 2 2
opp 1
=
=
.J3 =
f) tan 30 0.5774
adj

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9. We can now collect all our information and show graphically how the basic
trigonometrical ratios change as the angle increases from zero to 90.
The functions all give graphs which are important. You should know how to sketch them
all and know how to use them.
The Sine Curve

xo 0 30 60 90 120 150 180 210 240 270 300 330 360
0
sin X 0.00 0.50 0.86 1.00 0.86 0.50 0.00 -0.50 -0.86 -1.00 -0.86 -0.50 0.00
v This is the curve drawn when you put all

~
""'"
"1\
the figures on the graph from the table
v
0.5 above. As you can see, this curve is in a
wave form. This wave can continue past
0 360 and go into the negatives .
11~0
~
3p sp gp 1 0 1 0 2 0 2 0 3 0 3 0
v
-0 .5
-1
The Cosine Curve

xo 0 30 60 90
" 120
....... ....,.
150 180 210 240 270 300 330 360

cos X 0
1.00 0.86 0.50 0.00 -0.50 -0.87 -1.00 -0.87 -0.50 0.00 0.50 0.87 1.00
........ ~ If you look at this curve you can see it is

/
' 1\
actually the same as the sine curve
0.5 except it is a different section (i.e. this
0 I peaks at 0Where the sine curve peaks at

90').
3) 6) gf'\ 0 1 0 1 0 2 0
2~0 3 0 3 0 3E 0
v
-0 .5
-1
" ' ../
3-10 Module 1.3 Geometry Use and/or disclosure is ~

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The Tan Curve

xo 0 30 60 90 120 150 180 210 240 270 300 330 360
tan X0 0.00 0.58 1.73 00 -1 .73 -0 .58 0 .00 0 .58 1.73 00 -1.73 -0.58 0.00
,..... .,
10 The tan curve is very different from the

8 I t others. It is a non-continuous which
6
r--- 4 J breaks as the value at the breaking point
1
-v
J (when x=90 or x=270) is infinity. Again
,........_
,--.
2
0
-2
-4
'"' u ;;>
r
~ u
fU oU
-v
L
In
;u L' u L
iU r~ ou
~
..J, ru
this curve can be continued with the
..JI o section from x=90 to x=270 repeated.
-6 I I
-8
-10 I ! l
r""""\
From the curves we can see there is always more than one possible value for any
1
number you are working out the inverse of ( sin- 0.5 = 30or 150). The problem is that
your calculator only gives you one of the values (the one below 90~. You must
remember the curves to find the position of the second angle.
10. You can , of course, use a graph to find the sin and cos of angles between 0 and 90. For
tan, this is only practical (because of length of axis) up to about 45. You should note
from the curves of y = sin andy = cos that there is a definite relationship between
sin and cos, e.g. :
a) sin 30 = cos 60 = 0.5000
b) sin 45 = cos 45 = 0.7071
c) sin 60 = cos 30 = 0.8660
d) sin 80 = cos 10 and so on.
Module 1 .3 Geometry 3-11

Other Trigonometric Functions

Although less often used, other trigonometrical terms can be derived from the basic terms sin
and cos. These terms are called cot (cotangent), sec (secant) and cosec (cosecant). They are
determined as follows:
sin
tan = cos
cos
cot =
sin
Reciprocal relations:
1
sin = cosec
1
cosec = sin
1
cos = sec
1
sec = cos
1
tan = cot
1
cot = tan
Square relations (also known as the Fundamental Identities):
sin 2 + cos2 =1
sec2 - tan 2 =1
cosec2 - coF =1

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To Find the Length of an Unknown Side
1. So far we have evaluated the sine, cosine and tangent of angles, given the 3 sides of a
right-angled triangle. In the following text it is shown how to solve completely a right-
r----. angled triangle, given any side and 2 angles.
,..--..
;-.. 2.
B
,.-...--
,........_
r--
a
,..-...
A c
From the triangle shown:
r--
,...--.. a) sin =
opp
b) cos = adj
hyp hyp
_,.......,
,--..
a b
r-"
sin = c
cos = c
,.....-.
,.-..., a =c sin b =c cos

,...--..
-------- opp
~
c) tan = adj
d) By Pythagoras:
,........._ a c2 + b2
tan = b
= a2
,..--....._
,..-...
;-..
a =b tan
,...--..
Use and/o r disclosure is Module 1.3 Geometry 3- 13

gove rne d by t he stateme nt TTS Integrat ed Training Sy stem
3. The following examples involve the use of trigonometry, or combinations of trigonometry

and Pythagoras, to solve right-angled triangles.
a) In the right-angled triangle ABC, find angle A and side c
A
5
(1) To find angle A.
Note: In terms of angle a, we are given the side opposite and the side
adjacent.
Since opp = tan, this is the ratio we use.

adj
opp
tan A =
adj
12
tan A =
5
tan A = 2.4
A = 67 23' (after using a calculator or tables)
(2) To find side c
Note: If we use trig. to find side 'c', it necessitates our using angle A which we have just
found. If we have made an error in calculating angle A, this would also result in an error
in side 'c' . By using Pythagoras, we use only given information and thus the possibility of
'carrying' an error is eliminated.

c2 = a2 + b2
c ~a2 + b2
c ~12 2 + 52
c ~144 + 25
c ~169
c 13

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Worksheet
1. For the triangle shown, find the sine, cosine and tangent of A and C.
r-...
,........_
B c
6
------
,.---.,
, ........
,...-..
r-'\

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Intentionally Blank

Answers
1. sin A = 0.6 sin C = 0.8

cos A = 0.8 cos c 0.6
tan A = 0.75 tan C 1.33
/\

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Coordinates and Graphs

The x and y Axis
An equation involving two variables can be represented by a graph drawn on 'Coordinates
Axes'. Coordinate axes (illustrated below) consist of a horizontal line (usually referred to as the
x axis) and a vertical line (usually referred to as they axis). The point of intersection of these
two lines is called the origin (usually denoted by the letter '0').
y axis
0 x axis
Along the x andy axes we can mark off units of measurement (not necessarily the same on
both axes). The origin takes the value zero on both axes. The x axis takes positive values to the
right of the origin and negative values to the left of the origin. The y axis takes positive values
above the origin and negative values below the origin.
Any point on this diagram can be defined by its coordinates (consisting of two numbers). The
first, the x coordinate, is defined as the horizontal distance of the point from the y axis; the
second, the y coordinate, is defined as the vertical distance of the point from the x axis.
In general, a point is defined by its coordinates which are written in the form (a, b).
Example:
The point (3, 2) may be plotted on the coordinate axes as follows:-
2 ------ ----.., (3,2)

Example:
Consider the following diagram
y
.A
.D
-fi -5 -4 .?, -2
,F.
The points A, B, C, D, E and F above are defined by their coordinates as follows:
A (1' 4) D (-4, 1)
B (3, 2) E (-5, -3)
c (2, 1) F (3, -2)
.~

,----.,
Worksheet
1. Plot the following points on coordinate axes.
i) (2, 3) ii) (1 ,4) iii) (5, 0)
iv) (0, 2) v) (3,-1) vi) (-2, 4)
vii) (-1, -3) viii) (0,-4) ix) (-5, 0)
x) (-4, 1) xi) (-3, -1) xii) (3, -3)
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,-

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Answers
1.
y
X )((1. 4)
(- 2, 4)
x{2. 3)
,.(-4. 1)
..,
-5 -4 -..)
)(
(-3, _.,)
x(_~ . -3)
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r--,

Copyright 2011 on page 2 of this ctlapter
Graphical Representations of an Equation

An equation involving two variables can be represented , on coordinate axes, by means of a
graph.
For a given range of values of x, the corresponding y values can be calculated from the
equation being considered. The points obtained can then be plotted and joined together to form
the graph.
Before plotting the points on a graph, the axes must be drawn in a way that takes into account
the range of the x-values and the range of the y-values. If graph paper is used (which is
desirable) you should use a scale that involves a sensible number of units per square i.e. you
should use steps of, for example, 1, 2, 5 or 10 etc. units per square depending on the question.
You should avoid using steps along the axes of, for example, 7 or 9 units per square as this can
complicate the graph unnecessarily.
Modu le 1.3 Geometry 3-27

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Example
Draw the graph of y =2x + 1 for 0 :::;; x :::;; 5.

By taking x values of 0, 1, 2, .. .... ..5, we can calculate the corresponding y values, as shown
below, by first evaluating the component parts of the equation.
x: 0 1 2 3 4 5
2x 0 2 4 6 8 10
+1 1 1 1 1 1 1
y: 1 3 5 7 9 11
We then plot the points obtained, each point being defined by its x coordinate and its
corresponding y coordinate. The points are then joined together to form the graph.
In this example the points to be plotted are (0, 1), (1, 3), (2, 5), (3, 7), (4, 9), (5, 11 ).
G raph of y = 2x + 1
y y=2x +l
11
10
0 1 2 3 4 5 X
3-28 Module 1 .3 Geometry Use and/or disclosure is

Copyright 2011 on page 2 ol this chapter
Example:
Draw a graph of y =x2 - ax + 12 for 0 ~ X ~ 6

We again take x values covering the given range , and calculate the corresponding y values
from the given equation.
x: 0 1 2 3 4 5 6
x2 0 1 4 9 16 25 36
-8x 0 -8 -16 -24 -32 -40 -48
+12 +12 12 +12 +12 +12 +12 +12
y: 12 5 0 -3 -4 -3 0
We now plot the points obtained and join them together to form the graph. In this example the
points to be plotted are (0, 12), (1, 5), (2, 0), (3, -3), (4, -4), (5, -3), (6, 0).
y
11
10
y = x 2 - Sx + 12
6
4 5
-2
-4
.(i
N. B. For a more detailed graph we could, of course, include more points. e.g. by taking x
values of
0, V2, 1, 1%, 2, 2%, ... ...... .5%, 6
and calculating the corresponding y values, we could plot nearly twice as many points as we did
in the above example

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' '

Example:
Draw a graph of y =x 2 + 1 for -3 ~ x ~ + 3

Again , taking x values covering the given range, we first calculate the corresponding y values
from the given equation.
x: -3 -2 -1 0 1 2 3
X 9 4 1 0 1 4 9
+1 +1 +1 +1 +1 +1 +1 +1
y: 10 5 2 1 2 5 10
We now plot the points obtained and join them together to form the graph .
Graph of y = x2 + l
y
y = x2 + 1
-3 -2 -1 0 1 2 3 X
3-30 Module 1.3 Geometry Use andfor disclosure is

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Worksheet
1. Draw graphs of the following functions for 0 ~ x~ 5
i) y = 2x + 5
ii) y = 5x + 1
iii) y = 3x- 5
iv) y = x2 - 6x + 5
2
v) y = x - 7x + 12
vi) y = 3x2 - 21 x + 30
2. Draw graphs of the following functions for -3 ~ x~3
i) y = 2x22 + 7
ii) y = 3x - 12
3
iii) y =x - 7
iv) y = 4x3 - 16x2 - 16x + 64
1
v) y = -
x+5

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Copyright 2011
- Use andlor disclosure is
govorned by tho ctatomcnt
TTS Integrated Training System
1ii) y =-~X - 5
EE;- - _ ,-::!o:------:-
2 ___ !__;.;I]
)'
10
y = 3x -5
8
--~~----~--~~------~----~------~-------~
0 X
-2
2
y=x - 6x + 5 0 1
5 0 -3
y
J y =x 2 - 6x + 5 _5
2
I) X
_,
-2
-3
-5

TTS Integrated Training System governed by lhe Slalemenl
Copyright 2011 on page 2 of lhis chapler
r----,
r----,
r-
r-
y = x2 - 7x + 12
r--'\
"""'"'
v)
I;: 0
12
1
6
2
2
3
0
4
0
5
2
12
10
,--
8
6
,---
4
y = x2 -7x + 12
2
0 6 X
I~:
vi) y = 3xL 21x + 30 0 1 2 3 4 5
r- 30 12 0 -{) --6 0
y = 3x 2 - 2lx + 30

on page 2 or this chapter Copyright 2011
2.
i) y = 2x2 + 7
I;; - 3 -2
25 15
-1
9
0
7
1
9 15
2
y
30
y = 2x2 + 7
25
-3 -2 -1 0 1 2 3 X
ii) y = 3x2 - 12 x: -3 -2 -1 0 1 2 3
y: 15 0 - 9 -12 -9 0 15
y
20
y = 3xL 12
15
10
5
0 X
-5
-20

Copyright 2011 on page 2 of this chapte r
3
y =X -7
y
3
~(I y =X -7
l:'i
)()
L...
-4 -1 -2 -1 (I X
iv) y = 4x3- 16x2- l 6x + 64 ---=-~..,.;~~--;.~-~7,1~-::64:70_;;-;~;-~~~

1-1.:.:.;::....:
3 -2~~
40 y = 4xL 16xL 16x + 64

20
0 X
- 20
-40
--<iO
-80
-100
-120
-140
- 160
-~

- ~~
~) y= .l(; -3 -2 -1 0 2
X-<-- 5 y: \A. ;..\ y; 1/s l/4) l f:
':!
0.1
3-38 Module 1.3 Geometry

The Straight Line

A straight line is defined as the shortest distance between two points.
The equation of a straight line is given by

y =mx + c
where m represents the slope of the line and cis the point where the line crosses they-axis (i.e.
they intercept). The point where the line crosses the x-axis is called the x intercept.
Example:
Graph of y = 2x
y
y = 2x
4
,-
2 3 4 X
In this example, m =2 and c =0

Note that whenever c = 0, the line will pass through the origin.
Example:
Graph of y = 6- 3x .
-.l
6
4
y = 6 -3x
2
0 1 2 3 4 X
In this example, m = -3 and c =6

As c = 6, we know that this line cuts the y axis at y = 6 (this can be verified by substituting x =0
into the equation of the line, as x = 0 along they axis).
Similarly, as y = 0 along the x axis, we can substitute y =0 into the equation of the line to find
where the line intersects with the x axis (i.e. the x intercept).
We have, when y =0
6 - 3x = 0
3x= 6
X=2
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Hence the line cuts the x axis at x = 2
We can now say that they intercept= 6 and the x intercept= 2
Example:
Graph or y "'" - 2 + 4x
In this example, m = 4 and c = -2

We know, immediately, that they intercept is -2 (i.e. the value of c)
To find the x intercept, we substitute y = 0 into the equation of the line.
i.e. 0 = -2 + 4x
4x= +2
X= Y2
Hence the x intercept is x = Y2
Special Cases
A straight line parallel to the x-axis takes the form y = constant.
Similarly, a straight line parallel to the y-axis takes the form x = constant.
These cases are illustrated below:
Straight line parallel to the x axis Straight line parallel to they axis
y y x =3
_ _ _....::5::....t--- - - - - y = 5
0 X 0 3 X

Worksheet
For each of the following equations identify the gradient and the y-intercept.
i) y = 4x + 5
ii) y= 9x
iii) y=8
4 3x
iv) Y=-
5 7
6 5x
v) y=--
13
vi) 3y = 9x + 6
vii) 8y = x- 8

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Intentionally Blank
3 -42 Module 1.3 Geometry Use and/or disclosure is

TT~ lntAgrated Training System governed by the statement
Answers
m =gradient, c = y-intercept
i) m = 4, c = 5
ii) m = 9, c = 0
iii) m = 0, c = 8
iv) m= _2._
7 '
c = ..1.5
v) m- s c-
- -13' 6
- 13
vi) m = 3, c = 2
vii) m-J..
- 8' c--1
-

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Copyright 2011
Derivation of the Equation y = mx + c

Given the coordinates of two points, (x 1, y 1) and (x2 , y2 ) say, we can calculate the equation of
the straight line that passes through these points.
0 X
Two methods of calculating this equation are illustrated below:
,--...._ Example:
The question is:

Find the equation of the straight line that passes through the points (1, 4) and (3, 10).
Method 1
The general equation of a straight line is given by y = mx + c
and it is necessary to find numerical values for m and c.
If the straight line in question passes through the two given points, then each of these points
must satisfy the equation of this straight line. That is, we can substitute the coordinates of each
point as follows:
y = mx + c
substituting (1, 4) we have
4=m +C (1)
likewise, substituting (3, 10) we have
10 =3m+ c (2)
Now (1) and (2) give us two equations in two unknowns, m and c, (i.e. simultaneous equations)
which we can solve.

governed by the statement TIS Integrated T raining System
Integrated .Training System
club66pro.comquestion practice aid
We have
4=m+c (1)
10 =3m+ c (2)
subtracting (1) from (2) to eliminate c we obtain 6 = 2m
m=3
substituting this value of m back into (1) we obtain
4 = m +C
4=3+C
c = 4-3
C=1
If we now substitute these numerical values of m and c into the equation y = mx + c, we obtain
the equation of the straight line passing through the points (1, 4) and (3, 10).
That is -
y = 3x + 1
Method 2
In general, we can consider any two points (x1 Y1) and (x2, Y2). The straight line passing through
these points can be written as
where m = (m is the gradient of the line)
Applying this to the points (1, 4) and (3, 10) we have X1 = 1; Y1 = 4; x2 = 3; Y2 = 10;
and we hence obtain:
10 4 6
m=
3 1
= 2
= 3
and our line becomes .....__
y -4 = 3(x- 1) --..
y -4 = 3x- 3 --..
y =3x + 1
N.B. In this example, the point (1, 4) corresponded to (x1, y1) and the point (3, 10) corresponded
to (x2, Y2).
If we had worked through this example with the point (3, 10) corresponding to (x1, y1) , and the
point (1, 4) corresponding to (x2, y 2), the answer would have been exactly the same . .
3-46 Module 1.3 Geometry Use and/or disclosure is ----

Desigrred in association with the
Worksheet
1. Calculate the equation of the straight line that passes through the following points.
i. (1 , 3) and (3, 7)
li (0, 2) and (5, 22)
li (1, -5) and (-1, -9)

I.
2. Calculate the equation of the straight line that passes through the following points:
i. (1 , 7) and (3, 11)

ii. (0, 0) and (1, 6)
iii. (3, -2) and (2, 1)
iv. (0, 0) and (-2, 8)
v. (6, 1) and (4, -1)
vi. (0, -3) and (-2, 1)
vii. (2, 6) and (7, 6)
viii. (-5, -47) and (-2, -26)
ix. (3, 1) and (3, -2)
X. (1 , 11A) and (2, 2%)

gove rned by lhe stalemenl TTS Integrated Training System
on page 2 ol l~is ~apler Copyright 2011
Intentionally Blank
3-48 Module 1 .3 Geometry Use and/or disclosure is

Answers
1.
i. y = 2x + 1
11. y = 4x + 2
iii. y = 2x- 7
,.-_, 2.
1. y = 2x + 5
11. y = 6x
iii. y = -7x + 2
IV. y =- 4X
V. y =X- 5
vi. y = -2x- 3
vii. y= 6
viii. y = 7x - 12
IX. x =3 (y = mx + c does not work with lines of infinite gradient)
X. y= 3~- X

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Intentionally Blank

Cartesian and Polar Coordinates

To pinpoint where you are on a map or graph there are two main systems:
Cartesian Coordinates
Using Cartesian Coordinates you mark a point by how far along and how far up it is (x and y
coordinates):
x (x,y)
---------f'
I
I
IY
I
I
Polar Coordinates
Using Polar Coordinates you mark a point by how far away, and what angle it is (rand e
coordinates):
(r,e)

Converting
To convert from one to the other, you need to solve the triangle:
To Convert from Cartesian to Polar

If you have a point in Cartesian Coordinates (x, y) and need it in Polar Coordinates (r, 8), you
need to solve a triangle where you know two sides.
Example: What is (12, 5) in Polar Coordinates?
~~ .
,~/~
2]
e -~~
\ L
12
1- -I
Use Pythagoras Theorem to find the long side (the hypotenuse):
r = 122 +5 2
r = -../ (12 + 5 )
2 2
r = -../ (144 + 25) = -../ (169) = 13

Use the Tangent Function to find the angle:
tan 9= 212
e = tan-1 ~
12
= 22.6 -
So, to convert from Cartesian Coordinates (x, y) to Polar Coordinates (r, 8):
r = -../ (x 2 +f)
6=tan-1 Y....
X

To Convert from Polar to Cartesian

If you have a point in Polar Coordinates (r, 8), and need it in Cartesian Coordinates (x, y) you
need to solve a triangle where you know the long side and the angle:
Example: What is (13, 231 in Cartesian Coordinates?
1-
X
.I
Use the Cosine Function for x:
- cos (231 = -
13
Rearranging and solving:
X = 13 X COS (231 = 13 X 0.921 = 11.98
Use the Sine Function for y:
sin (231 = L13

Rearranging and solving:
y = 13 x sin (231 = 13 x 0.391 = 5.08
So, to convert from Polar Coordinates (r, 8) to Cartesian Coordinates (x, y) :
x =r x cos( 8)
y =r x sin( 8)

Intentionally Blank

Worksheet
1. Convert the following cartesian coordinates into polar coordinates:
(a) (3, 4)
(b) (10, 10)
(c) (1 0, 0)
2. Convert the following polar coordinates into cartesian coordinates

r---.
,---.. (a) 13cm,67.4

~
(b) 50 m, 60
,........._
(c) --Js ft, n/2 radians
~
,.-..
,...........
,~
,..---..,

on page 2 of thi s chapter Copyright 2011
Intentionally Blank

Copyright 2011
Answers
1.
(a) 5, 53
(b) 14.14, 45
(c) 10, 0
I r-- 2.
(a) x = 5 em, y = 12 em
(b) x = 25 m, y = 43.3 m
(c) x =2m. y =2m

Intentionally Blank


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Integrated Training System

Designed in association with the

~ U se and/or disclosure is Module 1.3 Geometry 3-1

Knowledge Levels- Category A, 81, 82 and C Aircraft

3-2 Module 1 .3 Geometry Use and/or disclosure is ,....--,

,-. Module 1.3 Geometry 5

Use and/or disclosure is

Module 1.3 Enabling Objectives and Certification Statement

3-4 Module 1.3 Geometry Use and/or disclosure is

Module 1.3 Geometry

a) their corresponding angles are equal.

b) their corresponding sides are proportional.

Consider the triangles:

Use and/or disclosure is

Taking angle A as the reference: Taking angle Bas the reference:

5. In a right-angled triangle the ratio:

side opposite the angle

side adjacent to the angle

side opposite the angle

3-6 Module 1.3 Geometry Use and/or disclosure is

For the triangle shown find:

a) sine of angle B b) cosine of angle B c) tangent of angle B

a) When angle A is very small:

When angle A is zero, sin A =0

Use and/or disclosure is Module 1.3 Geometry 3-7

b) When angle A is large:

(1) sin A = opp =a and a c.

(2) cos A = adj =E_ and is small.

(3) tan A = opp =~ and is very large.

3-8 Module 1.3 Geometry Use and/or disclosure is

Line BD bisects ABC and is

In triangle ABO, A= 60, B = 30 and D = 90

Module 1.3 Geometry 3-9

The Sine Curve

v This is the curve drawn when you put all

The Cosine Curve

150 180 210 240 270 300 330 360

........ ~ If you look at this curve you can see it is

0 I peaks at 0Where the sine curve peaks at

" ' ../

3-10 Module 1.3 Geometry Use and/or disclosure is ~

The Tan Curve

10 The tan curve is very different from the

a) sin 30 = cos 60 = 0.5000

b) sin 45 = cos 45 = 0.7071

c) sin 60 = cos 30 = 0.8660

d) sin 80 = cos 10 and so on.

Module 1 .3 Geometry 3-11

Other Trigonometric Functions

Square relations (also known as the Fundamental Identities):

3-12 Module 1.3 Geometry Use and/or disclosure is

To Find the Length of an Unknown Side

,.-..., a =c sin b =c cos

Use and/o r disclosure is Module 1.3 Geometry 3- 13

3. The following examples involve the use of trigonometry, or combinations of trigonometry

a) In the right-angled triangle ABC, find angle A and side c

(1) To find angle A.

Since opp = tan, this is the ratio we use.

A = 67 23' (after using a calculator or tables)

(2) To find side c

3-14 Module 1.3 Geometry Use and/or disclosure is

Use and/or disclosure is Module 1.3 Geometry 3-15

3-16 Module 1.3 Geometry Use and/or disclosure is