7 CHAP TE R O B J EC TIV E S

• Investigate the sum of the squares

of the cosine and sine of the same

Trigonometric Function Properties and argument.

• Derive algebraically three kinds of
Identities, and Parametric Functions properties expressing relationships
among trigonometric functions.
The Foucault pendulum shown in the
• Given a trigonometric expression,
photograph provided physical proof in
transform it into an equivalent
the middle of the 19th century that Earth
is rotating about its axis. Pendulums can expression whose form is perhaps
have many different paths in different simpler or more useful.
planes. A pendulum’s path is a two- • Find algebraically or numerically
dimensional curve that you can describe
the solutions to equations involving
by x- and y-displacements from its rest
circular or trigonometric sines,
position as functions of time. You can
predict a pendulum’s position at any cosines, and tangents of one argument.
given time using parametric equations. • Given equations for a parametric
Pythagorean properties of trigonometric function, plot the graph and make
functions can be used to model periodic conclusions about the geometric figure
relationships and allow you to conclude
that results.
whether the path of a pendulum is an
ellipse or a circle. • Plot graphs of inverse trigonometric
y functions and relations.
1
• Find exact values of inverse
trigonometric functions.

343

343
 Ch apter 7 Trigonometric Functio
Function Properties and
Identities, and Parametric Functions
Overview Exploration 7-4a: Arccosine, Arcsine, and Arctangent

Here students broaden their repertoire of trigonometric Exploration 7-4b: Trigonometric Equations
properties, adding to the Pythagorean and quotient properties Exploration 7-5: Parametric Function Pendulum Problem
they learned in Chapter 5. In some cases they are asked to Exploration 7-5a: Parametric Equations for Ellipses
transform an expression to another form, and at other times they Exploration 7-6: Graphs of Inverse Trigonometric Relations
are asked to prove that a given equation is an identity. Students
Exploration 7-6a: Principal Branches of Inverse Trigonometric
reinforce the proof style they learned in geometry, starting with
Relations
“Proof:” to show where statement of the identity ends and proving
begins, and ending with a statement of what they have proved, Exploration 7-6b: Inverse Trigonometric Relation Values
including the abbreviation “q.e.d.” The properties are also used to Blackline Masters
solve equations, adding arcsine and arctangent to the arccosine
Sections 7-2 and 7-6
learned in Chapter 6. Students also learn to use parametric
functions to plot the inverse circular relation graphs. Supplementary Problems
Sections 7-2 to 7-6
Using This Chapter Assessment Resources
This chapter falls into the middle of Unit 2. Although some newer Test 18, Sections 7-1 to 7-3, Forms A and B
textbooks do not cover topics such as transforming trigonometric
Test 19, Section 7-4, Forms A and B
expressions and proving trigonometric identities, there are several
reasons to include them. These concepts help students learn Test 20, Chapter 7, Forms A and B
elementary trigonometric properties, give students an opportunity
to sharpen their algebraic skills, and show students how to write Technology Resources
algebraic proofs.
Dynamic Precalculus Explorations
Unit Circles Properties
Teaching Resources
Sketchpad Presentation Sketches
Explorations
Parametric Present.gsp
Exploration 7-2: Properties of Trigonometric Functions
Exploration 7-3a: Transforming an Expression Activities
Exploration 7-3b: Trigonometric Transformations CAS Activity 7-3a: Trigonometric Identities
Exploration 7-3c: Trigonometric Identities CAS Activity 7-4a: Periodic Solutions

343A Chapter 7 Interleaf: Trigonometric Function Properties and Identities, and Parametric Functions
Standard Schedule Pacing Guide
Day Section Suggested Assignment
1 7-1 Introduction to the Pythagorean Propery 1–6
2 RA, Q1–Q10, 1–15 odd
7-2 Pythagorean, Reciprocal, and Quotient Properties
3 2–14 even
4 RA, Q1–Q10, 1–25 odd
5 7-3 Identities and Algebraic Transformation of Expressions 27–55 odd
6 Even-numbered problems or an exploration
7 RA, Q1–Q10, 1–27 odd
7-4 Arcsine, Arctangent, Arccosine, and Trigonometric Equations
8 29–43 odd
9 RA, Q1–Q10, 1–3, 5, 15, 17, 18
7-5 Parametric Functions
10 7–13 odd, 16, 19, 21, 22
11 RA, Q1–Q10, 1–4, 5, 7, 9
7-6 Inverse Trigonometric Relation Graphs
12 11–23 odd, 24, (25), 26
13 R0–R6, T1–T20
7-7 Chapter Review and Test
14 C1 or Problem Set 8-1

Block Schedule Pacing Guide

Day Section Suggested Assignment
1 7-2 Pythagorean, Reciprocal, and Quotient Properties RA, Q1–Q10, 1–15
2 7-3 Identities and Algebraic Transformation of Expressions RA, Q1–Q10, 1–54 multiples of three, 55
3 7-4 Arcsine, Arctangent, Arccosine, and Trigonometric Equations RA, Q1–Q10, 1–21 odd, 25, 29, 33, 35, 43
4 7-5 Parametric Functions RA, Q1–Q10, 1–3, 5, 7, 13, 15, 17–19
5 7-6 Inverse Trigonometric Relation Graphs RA, Q1–Q10, 1–4, 5–15 odd, 26
6 7-7 Chapter Review and Test R0–R6, T1–T20
7-7 Chapter Review and Test
7
8-1 Introduction to Combinations of Sinusoids Problem Set 8-1

Chapter 7 Interleaf 343B

Sec tion 7-1 Mathematical Overview
Three kinds of algebraic properties relate different trigonometric
PL AN N I N G functions that have the same argument. For example, the graphs of
y ( cos2 x and y ( sin2 x are sinusoids. If you add these two functions,
Class Time the result is always 1. In this chapter you’ll learn properties you can
1 day
__ apply to proving identities and solving trigonometric equations. You’ll
2 gain this knowledge in four ways.
Homework Assignment
Problems 1–6 ALGEBRAICALLY Pythagorean property: cos 2 x  sin 2 x  1
GRAPHICALLY y y
cos2 x y y  sin2 x
TE ACH I N G 1
1
x x
Important Terms and Concepts
2
3
Q 2Q 3Q
Pythagorean property 1 1

Section Notes
NUMERICALLY cos 2 __
Q
 sin 2 __
5
Q
 0.6545...  0.3454...  1
5
Section 7-1 is an exploratory activity in
which students discover the Pythagorean VERBALLY The Pythagorean, reciprocal, and quotient properties transform one
property cos2 x 1 sin2 x 5 1. You can
trigonometric expression into another form. Results can be checked
assign Section 7-1 for homework the
graphically by plotting the original expression and the transformed
night of the Chapter 6 test or as a group
one or numerically by making a table of values for both expressions.
activity to be completed in class. No
classroom discussion is needed before
students begin the activity.
The problems are to be completed using
a grapher. Remind students to check
that their graphers are in the appropriate
mode (degrees or radians) for each
problem. You may also need to remind
students to adjust the window settings
after they switch from radian mode to
degree mode.
Hopefully, students will note that the
graphs of y 5 cos2 x and y 5​​sin2 x look
suspiciously like sinusoids. Students will
learn the double argument identities,
cos2 x 5 _12 1 _12 cos 2x and
344 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
sin2 x 5 _12 2 _12 cos 2x, in Chapter 8. CAS Suggestions
However, some students may be able Students can use a CAS to confirm
to make correct conjectures about trigonometric (and other) identities. Enter
alternate equations for y 5 cos2 x and cos2 x  sin2 x into a CAS. Even though the
y 5 sin2 x based on their knowledge of variable x is not defined, the CAS returns a
transformations of sinusoidal functions. value of 1, suggesting that the relationship
is independent of the value of the angle.

344 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7-1 Introduction to the Pythagorean Property PRO B LE M N OTE S
Figure 7-1a shows the graphs of y  cos 2 x (on the left) and y  sin 2 x (on the 1. The sum is 1.
right). Both graphs are sinusoids, as you will see in the next chapter. In this section
you’ll learn that the sum of the two functions always equals 1. Problems 2–4 lead students to discover
y y y
sin2 x
the Pythagorean property and to observe
y
cos2 x
1 1 that it holds whether x is measured in
degrees or radians.
x x

2
3

2
3
2. f3(x) 5 1
1 y
cos x 1 y
sin x Problem 3 asks students to graph
Figure 7-1a y 5 cos2 x, y 5 sin2 x, and
y 5 cos2 x 1 sin2 x in the same window.
Objective Investigate the sum of the squares of the cosine and sine of the same If their graphers allow it, have students
argument.
use a different line style for each graph.
3. y
f3(x)
Exploratory Problem Set 7-1 1

1. If you enter cos 2 0.7 and sin 2 0.7 into your 5. Figure 7-1b shows the unit circle in a
x
calculator, you get these numbers: uv-coordinate system and an angle of 50° in
f1(x) f2(x) 2�
cos 2 0.7  0.5849835715 standard position. Use the definitions of cosine
and sine to explain why cos 50°  u and
sin 2 0.7  0.4150164285 sin 50°  v. f1(x) and f2(x) are symmetrical with
Without using your calculator, add the numbers. respect to each other across the y 5 _12
v
What do you notice?
line, so the amount, a, that one graph is
2. Enter f1(x)  (cos (x)) and f2(x)  (sin(x))
2 2

into your grapher. (This is how your grapher above _12 is the same as the amount the
recognizes cos 2 x and sin 2 x.) Enter 1 other graph is below _12 . When added:
f3(x)  f1(x) 
f2(x) and then make a table of v
values of the three functions for each 0.1 radian,
50˚
u  __21 2 a  1  __21 1 a  5 1
starting at 0. What do you notice about f3(x)? u 4. The conclusion still applies.
3. Plot the three functions on the same screen.
Do the graphs of f1(x) and f2(x) agree with
Problems 5 and 6 show students how the
those in Figure 7-1a? How does the relationship Pythagorean property gets its name.
between f1(x) and f2(x) give you graphical
5. Because r 5 1, sin 50 5 __v 5 v and
evidence that cos 2 x  sin 2 x is equal to 1, no u 5 u. r
matter what x is?
Figure 7-1b
cos 50 5 __
6. Show that cos 2 50°  sin 2 50°  1 numerically. r
4. Remake the table of Problem 2 with your Explain graphically why this Pythagorean 6. 0.4131... 1 0.5868... 5 1; cos 50 and
grapher in degree mode. Does your conclusion property is true. sin 50 are the legs of a right triangle
in Problem 3 apply to trigonometric functions with the hypotenuse c 5 1, so the
independent of whether x is measured in degrees
formula is equivalent to a 2 1 b 2 5 c 2.
or radians?
Additional CAS Problem
Section 7-1: Introduction to the Pythagorean Property 345
1. Find two equations similar to
cos2 x  sin2 x  1 by combining
the squares of the other four
trigonometric functions using
addition or subtraction.

See page 1007 for the answer to

CAS Problem 1.

Section 7-1: Introduction to the Pythagorean Property 345

Sec tion 7-2 7-2 Pythagorean, Reciprocal, and
Quotient Properties
PL AN N I N G In Section 7-1, you discovered the Pythagorean property
cos 2 x  sin 2 x  1
Class Time for all values of x. You also know that secant, cosecant, and cotangent are
2 days reciprocals of cosine, sine, and tangent, respectively. In this section you will prove
these properties algebraically, along with the quotient properties, such as
Homework Assignment sin x
tan x  _____
cos x
Day 1: RA, Q1–Q10, Problems 1–15 odd
Day 2: Problems 2–14 even
Objective Derive algebraically three kinds of properties expressing relationships among
trigonometric functions.
Teaching Resources
Exploration 7-2: Properties of In this exploration you will use the definitions of the six trigonometric functions
Trigonometric Functions to find relationships among them.
Blackline Masters
Figures 7-2b and 7-2c E XPLOR ATION 7-2: Pr o p e r t i e s o f Tr i g o n o m e t r i c Fu n c t i o n s
Problem 14 This figure shows an angle of x radians in standard 4. Write another quotient property, expressing
Supplementary Problems position and the reference triangle with legs u and cot x in terms of sin x and cos x.
v and hypotenuse r. 5. Use the reciprocal and quotient properties to
Technology Resources v derive two quotient properties, one for tan x
and one for cot x, in terms of sec x and csc x.
Problem 15: Dynamic Unit Circle
6. The property cos 2 x  sin 2 x  1 at
Properties Problem r the beginning of this section is called a
v
Pythagorean property. Divide both sides
x radians
TE ACH I N G u of this equation by cos 2 x. Then use the
u reciprocal and quotient properties to write a
1. Write the definitions of sin x, cos x, tan x, Pythagorean property involving the squares
Important Terms and Concepts of tangent and secant.
cot x, sec x, and csc x as ratios of the three
Reciprocal properties sides of the reference triangle, u, v, and r. 7. Derive a Pythagorean property relating csc x
Quotient properties 2. Use the definitions in Problem 1 to write and cot x.
Pythagorean properties reciprocal properties expressing sec x, 8. Transform the expression csc x tan x into sec x.
Cofunction csc x, and cot x as reciprocals of other Write the given expression. Then substitute
Dual trigonometric functions. using appropriate properties and simplify.
3. Use the definitions in Problem 1 to write 9. The expression csc x tan x in Problem 8
Exploration Notes sin x
____
cos x in terms of u, v, and r. Simplify. What involves two functions. The result, sec x,
other trigonometric function does this involves only one function. What could be
Exploration 7-2 may be used to provide quotient equal? Write an equation for the your thought process in deciding how to start
a guided introduction and discussion resulting quotient property expressing this this problem?
of the reciprocal, quotient, and function as the quotient sin x divided 10. Transform csc x tan x cos x into 1.
by cos x.
Pythagorean properties. It also gives 11. What did you learn as a result of doing this
students a head start on the Section 7-2 exploration that you did not know before?
reading and homework problems. 346 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
4. cot x is the reciprocal of tan x, so 8. csc x  tan x 5 ____
1 sin x
____ 5 ____
1
1. sin x 5 _vr , cos x 5 _ur , tan x 5 _uv , cos x sin x  cos x cos x
another quotient property is cot x 5 ____ . 5 sec x
cot x 5 _uv , sec x 5 _ur , csc x 5 _vr sin x
____
1
sin x sec x
2. sec x 5 ____ 1 ____
1
cos x , csc x 5 sin x ,
5. tan x 5 ____ ___
cos x 5 ____
____
1 ⇒ tan x 5 csc x ;
csc x
9. Think: “To end up with one function
sec x
cot x 5 ____
1 instead of two, make fractions and cancel.”
csc x csc x
tan x cot x 5 ____
1 ____ ____
tan x 5 sec x ⇒ cot x 5 sec x
sin x
_v
v 10. csc x  tan x  cos x
3. ____ __r 5 __
cos x 5 _ u, which equals tan x, so 6. 1 1 tan2 x 5 sec2 x 5 ____
1 sin x
____ cos x 5 ____
1
cos x  cos x 5 1
u
r sin x  cos x 
sin x
the quotient property is tan x 5 ____ .
cos x 7. cos2 x 1 sin2 x 5 1 11. Answers will vary.
____
1  cos2 x 1 sin2 x  5 ____
1
sin2 x sin2 x
cos x 2
 ____ 1 1 5  ____
1 2
sin x  sin x 
cot2 x 1 1 5 csc2 x

346 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 Because the properties you’ll learn in this section apply to all trigonometric Students need to memorize the three
functions, the argument x will be used both for degrees and for radians. reciprocal properties and understand
how to graph the functions y 5 sec x,
v
1 Reciprocal Properties y 5 csc x, and y 5 cot x based on graphs
sec x 

cos x
In Chapter 5, in order to find values of the secant, cosecant, and tangent functions, of y 5 cos x, y 5 sin x, and y 5 tan x,
Hypotenuse
you took advantage of the fact that each is the reciprocal of one of the functions on respectively. Students learned to sketch
your grapher. For instance, such graphs in Section 6-3, but you
Opposite
1
sec x  _____
x radians u
cos x may want to review the process here.
Adjacent because, in the reference triangle (Figure 7-2a), Emphasize that students should focus
Figure 7-2a hypotenuse adjacent leg on points on the sine, cosine, or tangent
sec x  __________ and cos x  __________ graph with y-values 21, 1, and 0. Because
adjacent leg hypotenuse
This relationship between secant and cosine is called a reciprocal property. As you the reciprocal of 1 is 1 and the reciprocal
y
Secant can see from the graphs in Figure 7-2b, each y-value for the secant graph is the of 21 is 21, points with y-values 21
1
Cosine
x reciprocal of the corresponding y-value for the cosine graph. For instance, and 1 are in the same locations in the



2


2
3

2 because cos@
__
Q _1 __
Q
3
  2 , it follows that sec@
3
 
2. As you saw in Section 6-3, the graph of the reciprocal function. Because
asymptotes for the graph of the secant function occur at
the reciprocal of 0 is undefined, points
3Q
, ___
Q
, ___
x  __ 5Q
, . . . If cos x = 0, sec x
2 2 2 1 __1 with y-value 0 correspond to vertical
Figure 7-2b
= ___
cos x = 0 , which
where the value of the cosine function is zero.
is undefined! asymptotes on the graph of the reciprocal
This box summarizes the three reciprocal properties. function. Mention that the reciprocal
of a small negative number is a “large”
PROPERTIES: The Reciprocal Properties negative number. A similar statement
1
sec x  _____ 1
csc x  ____ 1
cot x  _____ is made for small positive numbers.
cos x sin x tan x
The domain excludes those values of x that produce a denominator equal Because the reciprocal of a very large
to zero. value is close to 0, points with very large
y-values correspond to y-values close to 0
Quotient Properties in the graph of the reciprocal function.
Mention signs here, too.
If you divide sin x by cos x, you get an interesting result.
opposite leg
__________
Students need to memorize the quotient
sin x hypotenuse
_____ properties tan x 5 ​ ____
cos x  ​and cot x 5 ​ ____
sin x    cos x  
sin x
​
cos x  adjacent leg Definition of sine and cosine.
____
sec x
and be able to show that tan x 5 ​ csc x  ​and
__________
hypotenuse cot x 5 ​ ____
csc x 
sec x ​.
opposite leg hypotenuse
 __________ __________ Multiply the numerator by the Students discovered one of the
hypotenuse adjacent leg reciprocal of the denominator.
Pythagorean ­properties,
opposite leg
 __________ Simplify. ​cos​2​x 1 ​sin​2​ x 5 1, in Section 7-1. You
adjacent leg
might want to demonstrate graphically
 tan x Definition of tangent.
why this property makes sense. The
sin x
;tan x  _____
cos x Transitivity and symmetry. figure on the next page shows graphs of
Section 7-2: Pythagorean, Reciprocal, and Quotient Properties 347 ​f​1​(x) 5 ​cos​2​x, ​f2​ ​(x) 5​sin​2​x, and
Section Notes important, and students should master it ​f3​ ​(x) 5 ​cos​2​x 1 ​sin​2​x.
In Chapter 6, students learned the before they move on.
reciprocal and quotient properties of The properties discussed in this section are
trigonometric functions. In Section 7-1, stated in terms of x. Make sure students
they explored a Pythagorean property. understand that the argument x is used for
In this section, students will derive these both degrees and radians. So, for example, ​
properties algebraically. It is recommended cos​2​x 1 ​sin​2​x 5 1, regardless of whether x
that you spend two days covering this is in degrees or radians.
section. The material is extremely

Section 7-2:  Pythagorean, Reciprocal, and Quotient Properties 347

Section Notes (continued) This relationship is called a quotient property. If you plot
y f3(x)
f1(x)  sin x
2 2
y f3(x) � cos x � sin x f2(x)
1 f1(x) 3

f2(x) � sin2 x


2 x f2(x)  cos x
–2
1 2
f4(x) f3(x)  f1(x)/ f2(x)
x
� 2� 3� 4� f4(x)  tan x
2
�1 f1(x) � cos x Figure 7-2c the graphs of f3(x) and f4(x) will coincide (Figure 7-2c).
Because cotangent is the reciprocal of tangent, another quotient property is
As students discovered in Section 7-1,
cos x
cot x  _____
the graph of y 5 c​ os​2​x 1 s​ in​2​x is the sin x
horizontal line y 5 1. The graphs of Each of these quotient properties can be expressed in terms of secant and cosecant.
y 5 ​cos​2​x (shown with a solid line) and For instance,
y 5 ​sin​2​x (shown with a dashed line) sin x
tan x  _____
cos x
are sinusoids with axes at y 5 0.5. As 1
_____
you can see, these sinusoids are exactly csc x
 _____ Use the reciprocal properties for sine and cosine.
1
____
a half-cycle out of phase with each sec x
other. The student text explains how the sec x
 ____ Simplify.
csc x
property ​cos​2​x 1 ​sin​2​x 5 1 is derived by sec x
;tan x  ____
csc x
considering the terminal point (u, v) of
an arc of length x on a unit circle. Review Using the reciprocal property for cotangent gives
csc x
cot x  ____
this derivation with students. Then sec x
demonstrate how this property can be This box records the two quotient properties in both of their forms. The properties
used to derive the two other Pythagorean apply unless a denominator equals zero.
properties.
PROPERTIES: The Quotient Properties
The first Pythagorean property, sec x
sin x ____
tan x  _____
cos x  csc x
Q
 Qn, where n is an integer.
Domain: x u __
​cos​2​x 1 ​sin​2​x 5 1, is extremely 2

important. Students must memorize cos x  ____

cot x  _____ csc x Domain: x u Qn, where n is an integer.
sin x sec x
it and be able to use it to derive the
other two Pythagorean properties.
Some students will prefer to memorize Pythagorean Properties
properties, but they should also be able to Figure 7-2d on the next page shows an arc of length x in standard position on the
derive them. unit circle in a uv-coordinate system. By the Pythagorean theorem, point (u, v) at
The first Pythagorean property is the endpoint of arc x has the property
deliberately written with cosine first. In u 2 
v 2  1
this form, it is easier for students to see This property is true even if x terminates in a quadrant where u or v is
the connection to the double argument This diagram shows one possible negative, because squares of negative numbers are the same as the squares of
reconstruction of the geometric
property, figure in Liu Hui’s 3rd-century-a.d.
their absolute values.
proof of the Pythagorean theorem.
cos 2x  ​cos​2​x  s​ in​2​x, 348 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions

introduced in Chapter 8, and the Differentiating Instruction • Exploration Problem 3 may be confusing
Pythagorean property for hyperbolic • Pass out the list of Chapter 7 vocabulary, for ELL students.
functions, ​cosh​2​x  s​ inh​2​x 5 1, which available at www.keypress.com/ • Students should present their written
comes up in calculus. keyonline, for ELL students to look answers to Exploration Problem 9.
up and translate in their bilingual Reinforce the idea that there is more than
Consider giving regular quizzes and
dictionaries. one way to approach many problems.
tests for sections involving trigonometric
properties. It will help students recognize • Enlarge Figures 7-2b and 7-2c and the
which identities are the most useful and figure in the Section Notes on this page
which ones to use when. to make visual confirmation easier. A
blackline master is a available in the
Instructor’s Resource Book.
348 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
 v Technology Notes
1
(u, v)
(cos x, sin x)
Problem 15: The Dynamic Unit
Circle Properties Problem asks
1 x students to explore a Dynamic
v


Precalculus Exploration at
u
u 1 www.keymath.com/precalc.
The exploration allows students to
Figure 7-2d
investigate relationships between
By the definitions of cosine and sine, trigonometric functions as a point
u 
u
cos x  __ and sin x  __v 
v
1 1 moves around a unit circle.
Substitution into the equation u 2  v 2  1 gives the Pythagorean property for
sine and cosine. CAS Suggestions
cos 2 x  sin 2 x  1 When students enter the six
Two other Pythagorean properties can be derived from this one. trigonometric functions by name on
a CAS, it reinforces the reciprocal
cos 2 x  sin 2 x  1 Start with the Pythagorean property for cosine and sine.
relationships, rewriting the output
cos x  _____
_____ sin x  _____
2
1 2

cos 2 x cos 2 x cos 2 x

Divide both sides of the equation by cos 2 x. accordingly.
1  tan 2 x  sec 2 x sin 2 x  @
____
____ sin x 2 1
cos x  

tan x and cos 2 x  sec x
2 _____ 2
cos 2 x
Dividing by sin 2 x instead of by cos 2 x results in the property
cot 2 x  1  csc 2 x
This box records the three Pythagorean properties.

PROPERTIES: The Three Pythagorean Properties

cos 2 x  sin 2 x  1 Domain: All real values of x.

1 

tan x 

sec x
2 2
Domain: x u __
Q
 Qn, where n is an integer.
2 Note that the use of reciprocal identities
cot 2 x 
1
 csc 2 x Domain: x u Qn, where n is an integer. can produce domain inconsistencies.
While identities are true for almost all
values of x, it is important for students
Problem Set 7-2
to recognize that the domains of the
Reading Analysis
5m
in Quick Review expressions in reciprocal relationships
From what you have read in this section, what do you are not always exactly the same. A
Q1. What is the exact value of cos 30°?
consider to be the main idea? Name the three kinds of CAS issues a warning when domain
Q2. What is the exact value of sin @
__
Q
4
?
properties, and give an example of each kind. If (u, v) inconsistencies might be present.
Q3. What is the exact value of tan 60°?
is a point at which the terminal side of an angle V in
standard position intersects the unit circle centered at Q4. What is the exact value of cot @
__
Q
2
?
PRO B LE M N OTE S
the origin, explain why sin V  v and cos V  u. Q5. Write cos 57° in decimal form.
Supplementary problems for this section
Section 7-2: Pythagorean, Reciprocal, and Quotient Properties 349
• You might have several students • The suggestion to give regular quizzes is are available at www.keypress.com/
present their responses to Exploration especially important for ELL students. keyonline.
__
Problem 11 so that students have another • Problem 7 should be done on graph paper.  3
Q1. ____
2
means of understanding the breadth of • Problems 13 and 14 are language heavy. 1__
Q2. ____
this section. After the presentations, ask After students try these problems  2
__
students whether they learned any new individually, lead a class discussion to Q3.  3
information or a new approach. check understanding.
Q4. 0
• Have students write the Pythagorean
properties and definitions in their Q5. 0.5446...
journals.

Section 7-2: Pythagorean, Reciprocal, and Quotient Properties 349

Problem Notes (continued) Q6. Write sin 33° in decimal form. 9. Show algebraically that sin 2 x  1  cos 2 x.
Q7. Write sec 81° in decimal form. 10. Show algebraically that cot 2 x  csc 2 x  1.
Q6. 0.5446... Q7. 6.3924...
Q8. Write csc 9° in decimal form. 11. Many trigonometric properties involve the
Q8. 6.3924... Q9. From the answers to Problems Q5–Q8, what number 1. Use these properties to write six
Q9. sin x 5 cos(90 2 x), relationship exists between the values of sine trigonometric expressions that equal 1.
and cosine? What about between the values of 12. Use the Pythagorean properties to write
sec x 5 csc(90 2 x)
secant and cosecant? expressions equivalent to each of these
Q10. E Q10. The period of the circular function expressions.
y  3  4 cos 5(x  6) is
Problems 1–4 emphasize and help a. sin 2 x b. cos 2 x c. tan 2 x
A. 3 B. 4 C. 5
develop an understanding of the quotient d. cot x
2
e. sec x2
f. csc 2 x
D. 6 E. None of these
and reciprocal properties. 13. Duality Property of Trigonometric Functions: The
1 cosine of an angle is the sine of the complement
1. sec x 5 _____
cos x 1. What is the reciprocal property for sec x? of that angle. Two functions that satisfy this
2. cot x 5 _____1 property are called cofunctions of each other.
tan x , 1
2. Explain why cot x tan x  1.
For instance, cos 70°  sin 20°, as you can check
so tan x  cot x 5 tan x  _____
tan x 5 1 3. Write tan x in terms of sin x and cos x. by calculator. Each property of this section has
sin x
3. _____ 4. Show how you can transform the reciprocal a dual, a property in which each function in
cos x cos x
property cot x  ____ algebraically to express the original property has been replaced by its
4. cot x 5 _____ 1/sin x 5 ____
cos x 5 ______ csc x sin x
sin x 1/cos x sec x cot x in terms of sec x and csc x. cofunction. For example,
5. Cosine x and sine x are the lengths 5. Explain geometrically why the property sin x
tan x  _____ cos x
_____
cos x m cot x  sin x
of the legs of a right triangle whose cos 2 x  sin 2 x  1 is called a Pythagorean Show that each property in this section has a
property. dual that is also a valid property. Explain how
hypotenuse is a radius of a unit circle.
6. By appropriate operations on the Pythagorean this duality property can help you memorize the
The Pythagorean theorem then says property cos 2 x  sin 2 x  1, derive the properties.
(cos x)2 1 (sin x)2 5 12. Pythagorean property cot 2 x  1  csc 2 x. 14. Other Quadrants Problem: The text at the bottom
Problem 6 requires students to derive the 7. Sketch the graph of the trigonometric function of page 348 states that u 2  v 2  1 is true even
y  sin V. On the same axes, sketch the graph of if angle V terminates in another quadrant. Sketch
Pythagorean property involving cot 2 x the function y  csc V using the fact that a copy of Figure 7-2d with the angle terminating
and csc2 x. the y-value for csc V
is the reciprocal of the in Quadrant II, where the displacement u is
corresponding y-value for sin V. Where do negative. Would cos V equal u, or would it equal
Problems 9 and 10 are important. the asymptotes occur in the graph of the u in this case? Why would it still be true that
Students use algebraic means to cosecant function? u 2  v 2  1?
manipulate the Pythagorean properties 8. On your grapher, make a table with columns
into other forms they will encounter and showing the values of the trigonometric
expressions tan 2 V and sec 2 V for values of V
of 15. Dynamic Unit Circle Properties Problem:
use frequently. Open the Unit Circle Properties exploration
0°, 15°, 30°, . . . . What relationship do you notice
Problem 13 is worth spending some time between the two columns? How do you explain at www.keymath.com/precalc. Explore the
this relationship? How do you explain what relationships you notice as you move point P
on. It can help students see patterns in around the circle. Use the action buttons that
happens at V

90°?
the properties they will learn throughout illustrate the Pythagorean properties. Explain
Chapter 7. in writing what you learned from doing this
dynamic exploration.
Problem 13 can also be used to reinforce
identities similar to those in Example 5
by changing each function to its dual.
This is a quick way to create new test 350 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
problems. Additional CAS Problems explain how the responses are different
sec(x) and what that means.
Problem 14 asks students how cos θ 1. What is the domain of y 5 ____
csc(x)
? What is
relates to the coordinate u when θ the domain of y 5 tan x? Do the domain 3. Factoring sin3 x 1 cos3 x yields
terminates in a quadrant other than results confirm or refute the CAS (cos x 1 sin x)(1 2 sin x  cos x), an
Quadrant I. A blackline master is domain warning? unexpected quadratic expression. Factor
available in the Instructor’s Resource A3 1 B3 on a CAS and explain why the
2. tan2 __
 2 __

4   1 cot  4   5 2. Does this mean
Book. original trigonometric result is quadratic
tan2() 1 cot2() 5 2 for all values of ?
and not cubic.
Test this by entering both
See pages 1007–1008 for answers to tan2()  cot2() 5 2 and
Problems 6–15 and CAS Problems 1–3. cos2() 1 sin2() 5 1 into a CAS and

350 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7-3 Identities and Algebraic Sec tion 7-3
Transformation of Expressions
Figure 7-3a shows the graphs of these functions: PL AN N I N G
y
f1(x)  cos x  sin x
2 2
1
Class Time
x f2(x)  1  2 sin 2 x

2
2–3 days
The first graph is a thin, solid line, and the second is a thick, dotted line. The two
graphs are identical. The equation Homework Assignment
Figure 7-3a cos 2 x  sin 2 x  1  2 sin 2 x Day 1: RA, Q1–Q10, Problems 1–25 odd
Day 2: Problems 27–55 odd
is called an identity because the two sides of the equation represent identical
numbers for all values of x for which the expressions are defined. In this section
Day 3: Even-numbered problems
you will gain fluency with the properties from the previous section by using them students need more practice on, or an
to transform one trigonometric expression to another one, such as the left side of exploration
the identity to the right side.
Teaching Resources
Objective Given a trigonometric expression, transform it into an equivalent expression Exploration 7-3a: Transforming an
whose form is perhaps simpler or more useful. Expression
Exploration 7-3b: Trigonometric
Transformations
Transformations Exploration 7-3c: Trigonometric
Here are examples of transforming one expression into another. Identities
EXAMPLE 1 P Transform sin x cot x into cos x.
Supplementary Problems
Test 18, Sections 7-1 to 7-3, Forms A and B
SOLUTION Your thought process should be: “The product sin x cot x has two factors,
and the result has only one factor. Can I convert one of the factors into a Technology Resources
fraction and cancel?”
Exploration 7-3b: Trigonometric
sin x cot x Start by writing the given expression.
Transformations
cos x


sin x _____ Substitute using the quotient properties to get
sin x cos x into the expression. CAS Activity 7-3a: Trigonometric


cos x Simplify. Identities
;
sin x cot x 
cos x, q.e.d. Use the transitive property for
completeness. P TE ACH I N G
EXAMPLE 2 P Transform cos x  sin x into 1  2 sin x.
2 2 2

SOLUTION Your thought process should be: Important Terms and Concepts
Identity
t
ć

F
SFTVMU
IBT
POMZ
TJOF
JO
JU
TP
*
OFFE
UP
HFU
SJE
PG
DPTJOF
Conjugate binomials
t
ć


F
FYQSFTTJPOT
JOWPMWF
squares of functions, so I’ll think of the
Pythagorean properties. Section Notes
In this section, students use
Section 7-3: Identities and Algebraic Transformation of Expressions 351 trigonometric properties to transform
trigonometric expressions and
prove trigonometric identities.
Transforming trigonometric expressions
and proving identities
• Helps students learn elementary
trigonometric properties
• Gives students an opportunity to
sharpen their algebraic skills
• Shows students how to write algebraic
proofs

Section 7-3: Identities and Algebraic Transformation of Expressions 351

Section Notes (continued) t
I
can write the Pythagorean property cos 2x sin 2 x  1 as
cos 2 x  1  sin 2 x#
The first day, cover transformations using
Examples 1 and 2. You might want to end cos 2 x  sin 2 x Start by writing the given expression.

the day by assigning Exploration 7-3a 
(1  sin x)  sin x

2 2
Substitute 1  sin 2 x for cos 2 x using
the Pythagorean property.
or 7-3b.


1  2 sin 2 x Combine like terms.
On the second day, introduce identities
;

cos x  sin x 
1 
2 sin x, q.e.d.
2 2 2
Use the transitive property. P
covering Examples 3–5 and, if time
permits, assign Exploration 7-3c, which is
also a good way to introduce this topic.
Identities
To prove that a given trigonometric equation is an identity, start with the
On the third day, review the types of expression on one side of the equation and transform it into the other. You can
problems students are struggling with. pick either side of the equation to work on.
Make sure students realize that the EXAMPLE 3 P Prove algebraically that (1  cos x)(1  cos x) 
sin 2 x is an identity.
technique for proving an identity is the
SOLUTION Proof:
same as for transforming an expression.
The main difference is that in an identity (1  cos x)(1  cos x) Start with one member of the equation,
usually the more complicated one.
they can choose either side to start with.

1  cos 2 x Complete the multiplication.
Make sure students do not start by
writing the identity, then transforming 
sin x 2
Look for familiar expressions. Because the
functions are squared, think Pythagorean!
both sides until they get a true statement
;

(1 
cos x)(1  cos x) 
sin 2 x, q.e.d.
such as cos x 5 cos x. They cannot write
Use the transitive property. P
the given identity as a step in the proof
Notes:
without using circular reasoning.
t
4UBSU
CZ
XSJUJOH
i1SPPGw
ć
JT
XPSE
UFMMT
UIF
SFBEFS
PG
ZPVS
XPSL
UIBU
ZPV
IBWF

Also emphasize to students that although stopped stating the problem and started solving it. Writing “Proof” also gets
identities are true for most values of x, your pencil moving! Sometimes you don’t see how to prove something until you
there are some instances where identities actually start doing it.
are not defined on both sides of the t
*U
JT
UFNQUJOH
UP
start with the given equation, then work on both sides until you
equation. For example, sin x  ​ ____ 1
​is an
csc x   have a statement that is obviously true, such as cos x  cos x. What this actually
____
1
identity, but ​ csc x  ​is not defined at x  n, does is prove the converse of what you were asked to prove. That is, “If the
so, if f(x)  ____
​ csc1 x  ​, students can not say identity is true, then the reflexive axiom, such as y  y, is true.” This is circular
reasoning. It is dangerous because you might actually “prove” something that is
that f(0)  sin 0 5 0, even though the
false by taking an irreversible step, such as squaring both sides of the equation.
equation is an identity.
t
:PV
DBO
OFWFS
QSPWF
HSBQIJDBMMZ
PS
OVNFSJDBMMZ
UIBU
BO
JEFOUJUZ
JT
USVF
GPS
BMM

Examples 1 and 2 illustrate techniques values of x. However, you can confirm the validity of an identity for a set of
for transforming one trigonometric values graphically by plotting both sides and showing that the graphs coincide,
expression into another. It is strongly or numerically by generating a table of values. Figure 7-3a at the beginning of
this section is an example of a graphical verification.
recommended that your students use a
vertical format like this:
sin x cot x 352 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Encourage students to put in the transitive proving an identity, students may begin
cos x
5 sin x  ​ _____ ​   step at the end of their solutions. This will with either side of the equation.
sin x
5 cos x prepare them for proving identities. Students are often confused about the
rather than a horizontal format such as Explain to students that there is often more differences between an equation and
cos x than one way to transform one expression an identity. An identity is an equation
sin x cot x 5 cos x  ​ _____ ​  5 cos x
sin x into another. that is true for all values of the variable
The vertical form shows more clearly that in its domain. For example,​​ x 1 3 2​​ ​  ​
Examples 3–5 involve proving identities.
students are starting with an expression x​2​ 1 6x 1 9 is an identity. An equation may
The groundwork for proving identities
(not an equation), which they then be true for some values of the variable. For
has already been laid with the work on
transform. instance, ​​ x 1 3 2​​ ​ x 1 3 is true for x  23
transforming expressions. However when
and x  22.

352 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
 EXAMPLE 4 P Prove algebraically that cot A  tan A  csc A sec A is an identity. The three examples in the text
SOLUTION Proof: illustrate the thought process, with the
explanations written to the right of each
cot A  tan A Pick one member of the equation to
start with. step. Encourage students to look ahead.

 _____ sin A
cos A  _____ The result has only one term. Try writing They know what the last line should be.
sin A cos A fractions to add together.

os 2 A  sin 2 A
The box on page 353 summarizes some

 c_____________ Find a common denominator and add the
sin A cos A fractions. useful techniques for transforming
1
 __________
Recognize the Pythagorean property, and expressions and proving identities. You
sin A cos A use it to simplify the numerator.
might also suggest that, when all else
1
 _____ 1
_____ The result has two factors, so make two
fails, students rewrite the expression in
sin A cos A factors.
terms of sin x and cos x. This may not


csc A sec A Use the reciprocal properties to get the
csc A and sec A that appear in the result# make the problem easier, but it may make
it more familiar! Emphasize to students
;
cot A 
tan A 
csc A sec A, q.e.d. Use the transitive property. P
that there is no one right way to prove
Note: Avoid the temptation to use a shortcut by writing only cos or sec. These are
an identity. Be sure to show students
the names of the functions, not the values of the functions. Equality applies to
numbers, not to names.
multiple ways to prove some of the
1  cos B sin B
identities, and encourage them to write
algebraically that ______
EXAMPLE 5 P Prove al  ______ is an identity. Confirm it
sin B 1  cos B and present their own alternate proofs.
graphically for a reasonable interval.
It is not unusual, if time permits,
SOLUTION Proof:
sin B
_________ Start with the more complicated side of the to spend more than the 2–3 days
1  cos B equation (binomial denominator). recommended on this section, including
sin B
 _________ 1  cos B
________ Multiply by a clever form of 1 (see the note a test. The payoff is that students develop
1  cos B 1  cos B following this example).
a genuine confidence with proving
sin B(1  cos B) Distribute in the denominator but not in iden­tities. The confidence they gain
 ______________
1  cos 2 B the numerator. You want (1  cos B) in
carries over to proofs later in the course,
your result.
Recognize the Pythagorean property, and
and speeds up work there. Note that
sin B(1  cos B)
 ______________ use it to get a denominator with one term. the properties involving more than
sin 2 B
1  cos B Cancel the sin B in the numerator with one argument, such as cos(A 2 B), are
 ________
sin B one sin B in the denominator. deliberately withheld until the next
1  cos B  ________
 ________ sin B , q.e.d. Use the transititive property. chapter. By spending enough time with
sin B 1  cos B the three properties of this section and
Enter f1(x)  (1  cos(x))/sin(x) and f2(x) 
sin(x)/(1  cos(x)) into your grapher.
y delaying the more exotic properties,
5 Plot the graphs using different styles, such as dashed for one and solid or path
style for the other. Figure 7-3b shows the result. P students will avoid the so-called “identity
x
2Q 4Q 6Q 8Q crisis.”
5

Differentiating Instruction
Figure 7-3b
• Identities are challenging for many
Section 7-3: Identities and Algebraic Transformation of Expressions 353 students. Have students work with the
Be sure to call students’ attention to the a graph or numerical chart may be used to
identities in pairs and discuss their
second note on page 352, which points out confirm an identity, it does not constitute
procedures. If time permits, have
that it is not correct to work on both sides of a proof. In confirming an identity
them change partners so that they can
the equation. Working both sides assumes graphically, a reasonable interval is at least
deepen their understanding.
the equation is true, which is exactly what two periods in length.
• Make sure to emphasize that students
students are trying to prove. However, Proving identities can seem mysterious to are only rewriting one side of the
working with both sides can give insights students at first. One effective technique equation because they are accustomed
into the steps that are needed to prove the for making them feel more comfortable to applying the same operation to both
identity. is to emphasize the reason for taking a sides of the equation.
The third note is also extremely important. particular step rather than the property
Students need to understand that although that justifies the step.

Section 7-3:  Identities and Algebraic Transformation of Expressions 353

Differentiating Instruction (continued) Note: There are two ways to think up the form of 1 to multiply by in the
• Have students copy the procedure on second line of Example 5. First, the expressions (1  cos B) and (1  cos B)
are conjugate binomials, or conjugates. When you multiply conjugates, you
page 353 into their journals as written
get a difference of two squares (no middle term). This allows you to use the
and then rewrite it in their own words, Pythagorean property in the next step. Second, you want the quantity (1  cos B)
annotating it with examples. in the result, so you put it there by multiplying by a form of 1 that contains it.
• As you explain the format for writing The box summarizes useful techniques from the examples in this section.
identities to ELL students, you may
enhance their understanding if you PROCEDURE: Transforming Trigonometric Expressions and
relate the format to styles of writing Proving Identities
different languages. For example, 1. Start by writing the given expression or, for an identity, by picking the
Chinese is written vertically, whereas side of the equation you wish to start with and writing it down. Usually
Arabic is written right to left. it is easier to start with the more complicated side.
• Discuss the difference between 2. Look for algebraic things to do.
confirming an identity using a a. If there are two terms and you want only one term, then
numerical chart or specific example i. Add fractions, or
and proving an identity. ii. Factor something out.
b. Multiply by a clever form of 1 in order to
i. Multiply a numerator or denominator by its conjugate binomial, or
Exploration Notes ii. Get a desired expression into the numerator or denominator.
c. Perform any obvious calculations (distribute, square, multiply
Three explorations accompany this
polynomials, and so on).
section. You may want to use parts d. Factor out an expression you want to appear in the result.
of them for a quiz or as an additional
3. Look for trigonometric things to do.
homework assignment.
a. Look for familiar trigonometric expressions you can transform.
Exploration 7-3a is a quick and easy b. If there are squares of functions, think of Pythagorean properties.
exploration used to review trigonometric c. Reduce the number of different functions, transforming them into
properties and transformed expressions. ones you want in the result.
d. Leave unchanged any expressions you want in the result.
Allow about 10 minutes.
4. Keep looking at the result and thinking of ways you can get closer to it.
Exploration 7-3b gives students practice
transforming trigonometric expressions.
Problem 5 is most easily answered using
a table. If you do not use this exploration,
consider rewriting Problem 5 and using
it as an in-class demonstration or a test
question. Allow about 15 minutes.
Exploration 7-3c introduces the process
of proving trigonometric identities.
Students can work in groups to assist
each other in applying the strategies to 354 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
prove an identity. Allow 20–25 minutes. CAS Activity 7-3a: Trigonometric Additional Class Example
Identities in the Instructor’s Resource
1. Prove algebraically that csc  cos2 
Technology Notes Book has students investigate how
1 sin  5 csc  is an identity.
Exploration 7-3b: Trigonometric their CAS outputs the results of
trigonometric functions, emphasizing Proof
Transformations in the Instructor’s
Resource Book is primarily the equivalence of different csc  cos2  1 sin 
concerned with symbolic trigonometric forms and the value of
sin  
5 csc   cos2  1 _____
trigonometric identities. Allow csc  
  
manipulation, but the grapher
called for in Problem 5 could well 15–20 minutes. Factor out csc  because you want it in
the answer.
be either Fathom or Sketchpad.
5 csc  (cos2  1 sin  sin )

354 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Problem Set 7-3 that their results are equivalent to the
expected answer. This is especially useful
Reading Analysis 8. cot D cos D � sin D to csc D when working with identities.
From what you have read in this section, what do 9. csc x � sin x to cot x cos x
Sometimes a CAS gives an output using
you consider to be the main idea? What are the 10. sec x � cos x to sin x tan x
similarities and differences between transforming
identities students have not yet studied.
11. (tan x)(cot x cos x � sin x) to sec x
one expression into another expression and proving For example, if either side of the identity
12. (cos x)(sec x � cos x csc 2 x) to csc 2 x
that an equation is an identity? Why can’t you start in Example 5 is entered, the result gives
13. (1 � sin B)(1 � sin B) to cos 2 B
proving that an equation is an identity by writing a tangent half-angle identity, which
down the given equation? 14. (sec E � 1)(sec E � 1) to tan 2 E
students will study in Section 8-6.
15. (cos � D sin �) 2
to 1 � 2 cos � sin �
Quick Review
5m
in
16. (1 � tan �) 2 to sec 2 � � 2 tan �
Q1. Write the Pythagorean property for cosine 17. (tan n � cot n) 2 to sec 2 n � csc 2 n
and sine. 18. (cos k � sec k) 2
to tan 2 k � sin 2 k
Q2. Write the quotient property for tangent in
19. cs c x�1
2
_________ to cot x csc x
terms of sine and cosine. cos x
Q3. Write the quotient property for tangent in 1 � cos 2 x
_________
20. tan x to sin x cos x
terms of secant and cosecant.
21. se c ��1
2
Q4. Write the reciprocal property for secant. _________ to tan � sec �
Q5. Why does tan x cot x equal 1? sin �
Q6. Sketch the graph of the parent cosine function 1 � cot 2 �
22. _________ to cot 2 � PRO B LE M N OTE S
sec 2 �
y � cos x.
Q7. Sketch the graph of the parent sine function Supplementary problems for this section
y � sin �. are available at www.keypress.com/
Q8. What is the vertical dilation for keyonline.
y � 2 � 3 cos 4(x � 5)?
csc B
____ cos B
� ____
Q1. cos2 x  sin2 x  1
Q9. The reference angle for 260° is ? . cos B sin B
Q2. sin x
tan x  _____
Q10. y � 3(1.06 x) is an example of a(n) ? tan B cos x
function. sec x , x  __
n
Q3. tan x  ____
csc x 2
For Problems 1–26, show the steps in transforming Q4. 1
_____
sec x  cos x
the expression on the left into the one on the right.
1. cos x tan x to sin x sec A � _____
sin A Q5. 1
cot x  _____
23. _____ to cot A tan x
sin A cos A
2. csc x tan x to sec x Q6. y
csc B � _____
24. _____ cos B to tan B
3. sec A cot A sin A to 1 cos B sin B 1
4. csc B tan B cos B to 1 1
25. ________ 1
� ________ to 2 csc 2 x x
1 � cos x 1 � cos x
5. sin � sec � csc �
2
to tan �
1
26. ____________ 1
� ____________ to 2 sec D
6. cos 2 � csc � sec � to cot � sec D � tan D sec D � tan D
7. cot R � tan R to csc R sec R

Q7. y

1
Section 7-3: Identities and Algebraic Transformation of Expressions 355
 csc  (cos2   sin2 ) 2. Encourage students to find an alternate �
90�
solution. Students may prefer to change
 csc 
csc  to ____
1
sin 
and find a common
 csc  cos2   sin   csc , q.e.d. denominator to add the fractions.
Notes: Q8. 3 Q9. 80
CAS Suggestions
Q10. Exponential
1. Factoring out csc  in the second line of When an algebraic expression is entered
the proof is sometimes called “factoring into a CAS, the output is always an Problems 1–26 are similar to Examples 1
out a rabbit.” Like a magician, you equivalent algebraic expression, but it is not and 2 in the text.
reached in and pulled out a “common” necessarily in an expected form. Students See page 1008–1009 for answers to
factor that was not there. can use Boolean operators to confirm Problems 1–26.

Section 7-3: Identities and Algebraic Transformation of Expressions 355

Problem Notes (continued) For Problems 27–36, prove algebraically that the Problems 43–54 involve more complicated algebraic
given equation is an identity. techniques. Prove that each equation is an identity.
Problems 27–36 are similar to
27. (sec x)(sec x  cos x )  tan 2 x 43. sec 2 A  tan 2 A sec 2 A  sec 4 A
Examples 3–5 in the text.
28. (tan x)(cot x  tan x)  sec 2 x 44. cos 4 t  sin 4 t  1  2 sin 2 t
27.  sec x  (sec x 2 cos x) 29. (sin x)(csc x  sin x)  cos x 2 1
45. _________ cos x  tan x
 _____
sin x cos x sin x
5 sec2 x 2 sec x cos x 30. (cos x)(sec x $ cos x)  sin 2 x sin x _____
46. ____ cos x
5 sec2 x 2 1 5 tan2 x 31. csc 2 V  cos 2 V csc 2 V  1 csc x  sec x  1
28.  tan x  (cot x 1 tan x) 32. cos 2 V  tan 2 V cos 2 V  1 1
47. ________ 
csc 2 p  csc p cot p
1  cos p
5 tan x cot x  tan2 x 33. (sec V  1)(sec V  1)  tan 2 V
cos x  _____
48. ________ cos x  cot 2 x
5 1 1 tan2 x 5 sec2 x 34. (1  sin V)(1  sin V)  cos 2 V sec x  1 tan 2 x
29.  sin x (csc x 2 sin x) 35. (2 cos x  3 sin x) 2  (3 cos x 2 sin x) 2  13 1  sin x  2 sec 2 x  2 sec x tan x  1
49. ________
1  sin x
5 sin x csc x 2 sin2 x 36. (5 cos x  4 sin x) 2  (4 cos x  5 sin x) 2  41
50. sin 3 z cos 2 z  sin 3 z  sin 5 z
5 1 2 sin2 x 5 cos2 x 37. Confirm that the equation in Problem 33 is
51. sec 2 V  csc 2 V  sec 2 V csc 2 V
an identity by plotting the two graphs on the
30.  cos x (sec x 2 cos x) same screen. 52. sec V  tan V  ___________1

sec V  tan V
5 cos x sec x 2 cos2 x 38. Confirm that the equation in Problem 34 is an  3 cos x  4 cos x  __________
53. 1__________________
2
1  4 cos x
5 1 2 cos2 x 5 sin2 x identity by plotting the two graphs on the same sin 2 x 1  cos x
screen. se c 2
x 6 tan x 7 tan x4
31. csc2  2 cos2  csc2  54. 
_________________   ________
39. Confirm that the equation in Problem 35 is an sec 2 x  5 tan x  2
5  csc2   (1 2 cos2 ) 5  csc2   (sin2 ) identity by making a table of values. 55. Journal Problem: Update your journal with what
51 40. Confirm that the equation in Problem 36 is an you have learned recently about transforming
32. cos2  1 tan2  cos2  identity by making a table of values. trigonometric expressions algebraically. In
sin2   41. Prove that the equation cos x  1  sin x is not particular, show how you can use the three kinds
5 cos2  1 _____  cos2  of properties from Section 7-2 to transform an
cos2  an identity.
5 cos2  1 sin2  5 1 expression into a different form.
42. Prove that the equation tan 2 x  sec 2 x  1 is not
33. (sec  1 1)(sec  2 1) an identity.
5 sec2  2 1 5 tan2 
34. (1 1 sin )(1 2 sin )
5 1 2 sin2  5 cos2 
Problems 37–40 emphasize that graphs
and tables can be used to confirm
identities but not to prove them.
Problems 41 and 42 ask students to prove
that a statement is not an identity. Make
sure students understand that finding
just one counterexample is enough to
prove that a statement is not true.
41. For example,
1__ 5 0.7071...,
 5 ____
cos __
4  2 356 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
sin x 1 _____
cos x 5 ______ cos x
sin x 1 ______
44. cos4 t 2 sin4 t 46. ____
but 1 2 sin __ 1__ 5 0.2928....
 5 1 2 ____ csc x sec x 1/sin x 1/cos x
4  2 5 (cos2 t 1 sin2 t)(cos2 t 2 sin2 t) 5 sin2 x 1 cos2 x 5 1
42. For example, 5 1  (cos2 t 2 sin2 t)
 2 sec2 __
tan2 __  5 1 2 2 5 21  1.
4 4 5 cos2 t 2 sin2 t 1 (sin2 t 2 sin2 t) Additional CAS Problems
43. sec2 A 1 tan2 A sec2 A 5 (cos2 t 1 sin2 t) 2 sin2 t 2 sin2 t
1. Explain the domain restriction that must
5  sec2 A (1 1 tan2 A) 5 1 2 2 sin2 t
accompany the identity in Example 1.
5  sec2 A (sec2 A) 5 sec4 A 1 cos x
45. _________ 2 _____
sin x cos x sin x 2. Although they are not identities, are the
1
5 _________ cos x  _____
2 _____ cos x 5 _________
1 2 cos x 2
equations in Problems 41 and 42 true for
See page 1009–1010 for answers to sin x cos x cos x
sin x sin x cos x some values of x? Give a potential value,
Problems 35–40, 47–55 and 5 _________
2
sin x 5 tan x
sin x 5 _____
sin x cos x cos x or explain why no such solution exists.
CAS Problems 1 and 2.
356 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7- 4 Arcsin
Arcsine, Arctangent, Arccosine, and Sec tion 7- 4
Trigonometric
Trigon Equations
In Section 6-6, you learned how to solve equations that reduce to the form PL AN N I N G
cos x � a, where a is a constant
Class Time
You learned that the general solution is
2 days
x � arccos a � �cos �1 a � 2�n
where n is an integer representing a number of cycles or revolutions. In this section Homework Assignment
you will solve trigonometric equations involving sine or tangent rather than just Day 1: RA, Q1–Q10, Problems 1–27 odd
cosine, where the argument may be in degrees or in radians. Day 2: Problems 29–43 odd

Objective Find algebraically or numerically the solutions to equations involving circular Teaching Resources
or tr
trigonometric sines, cosines, and tangents of one argument. Exploration 7-4a: Arccosine, Arcsine,
and Arctangent
Exploration 7-4b: Trigonometric
Arcsine, Arctangent, and Arccosine Equations
You recall from Section 6-6 that arccos x means any of the angles whose cosine is Supplementary Problems
x. Arcsin x and arctan x have the analogous meaning for sine and tangent. Within Test 19, Section 7-4, Forms A and B
any one revolution there are two values of the inverse trigonometric relation for
any given argument. Figure 7-4a shows how to find the values of arcsin _35 , Technology Resources
arccos _35 , and arctan _35 . Sketch a reference triangle with appropriate side lengths
3 and 5, then look for a reference triangle in another quadrant for which the sides
Exploration 7-4a: Arccosine,
have displacements in the ratio _35 . You find the general solution by adding integer Arcsine, and Arctangent
numbers of revolutions, 360°n or 2�n radians. CAS Activity 7-4a: Periodic
v v v Solutions
� � sin–1 53 � � tan–1 53

5 5 5
3 3
u cos–1 53 u
3
u
TE ACH I N G
3 �5 5
3
sin–1 53 �cos–1 53 tan–1 3

5
�3 5
Important Terms and Concepts
Principal value
3 3
arcsin 53 arccos 5 arctan 5 General solution
Supplementary pairs Opposite pairs Half-revolution apart Particular solution
Solution set
Figure 7-4a
Open interval
Closed interval
Interval notation
Quadratic forms
Trigonometric inequality

357
Section Notes
Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations
In this section, students find solutions
for equations involving sines, cosines,
and tangents. It is recommended that you
spend two days on this section. Cover
Examples 1 and 2 on the first day and
Examples 3 and 4 on the second.

Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 357

Section Notes (continued) The second angle involves a reflection of the reference triangle across an axis. To
remember which axis, recall the definitions of the trigonometric functions.
Students often have difficulty with the
material in this section. It is important arcsine: sin x  vertical coordinate  __v
________________ Reflect across the vertical axis
radius r
(Figure 7-4a, left).
to make certain they understand the
arccosine: cos x  horizontal u
coordinate  __
__________________
differences between the principal value, radius r Reflect across the horizontal
axis (Figure 7-4a, middle).
the general solution, and a particular
v
vertical coordinate  __
arctangent: tan x  __________________
solution. Students were introduced to horizontal coordinate u
Reflect across both axes
(Figure 7-4a, right).
these ideas in Section 6-6. You may find
EXAMPLE 1 P Solve the equation 10 sin(
sin(x  0.2)  3 algebraically for x in the domain
it helpful to review that section with

xx  4Q. Verify the solutions graphically.
0
students. Another problem students
have with this material is that they may SOLUTION 10 sin(
sin(x  0.2)  3 Write the given equation.

have forgotten the ranges of the inverse sin(x  0.2)  0.3 Reduce to the form
f (argument)  constant.
sine, inverse cosine, and inverse tangent
functions. Refer back to Section 5-5 to x  0.2  arcsin(0.3) Take the arcsine of both sides.

remind them. x  0.2  arcsin(0.3) Isolate x.

As you work through each problem with x  0.2  sin 1(0.3)  2Qn Substitute supplementary pairs for arcsine.

students, be sure to make a sketch of or 0.2  [Q  sin (0.3)]  2Qn

1

the angle or arc so that the answer the y x  0.1046...  2Qn or x 
3.6462...  2Qn
10
calculator gives makes sense. Then use 4

x x  3.6462..., 6.1784..., 9.9294..., 12.4616... Choose the values of n that
geometry to find other solutions. 5 15 give solutions in the given domain.

Tell students that whenever possible they 10 y 
3

The graph in Figure 7-4b shows f1(x)  10 sin(x  0.2) with the line f2(x)  3.
should solve an equation algebraically Use the intersect feature of your grapher to show that the lines do intersect at the
and then confirm the solutions using Figure 7-4b points in the solution. (Some intersections are out of the domain.) P
graphical techniques. Notes:
Note that the equations in Examples 1 t
:PV
DBO
FOUFS
f1(x)  0.2  sin 1(0.3)  2Qn and
and 4 are given in terms of radians, f2(x)  0.2  [Q  sin 1(0.3)]  2Qn into your grapher, using x in place of n,
and use the table feature to find the particular values.
whereas the equations in Examples 2 and
3 are given in terms of degrees. Students v t
ć
F
GVODUJPO
WBMVF

TJO

1(0.3)  0.3046… terminates in Quadrant IV.


sin
1(
0.3) The other value is the supplement of this number. Figure 7-4c shows that
should be able to solve trigonometric 3.4462...
subtracting 0.3046... from Q gives an angle in Quadrant III, where the other
equations in either mode with equal ease. value must be if its sine is negative.
u
The text after Example 1 introduces
0.3 1 1
0.3
Q  (0.3046...)  Q  0.3046...  3.4462...
students to the notation for closed and
open intervals. Be sure to alternate
between interval and inequality Figure 7-4c
notations when you present problems
in class so that students become
comfortable with both. 358 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
For instance, to display the solutions for
Students can use the table feature on x (really n ) f1(x) (really x) f2(x) (really x)
Example 1, students need to enter
their calculators to display the solutions
f1(x) 5 0.2 1 ​sin​1​(0.3) 1 2x 0 0.1046… 3.6462…
to the problems in this section. The table
First value is out of the domain.
should have a start value of 0 and a step
f2(x) 5 0.2 1 (  ​sin​1​(0.3)) 1 2x
value of 1. For most graphers, students 1 6.1784… 9.9294…
will need to use y to represent x (or ) The grapher’s table will show these entries.
2 12.4616… 16.2126…
and x to represent n. The numbers in bold are the solutions in the
Last value is out of the domain.
given domain.
(4 5 12.5663…).

358 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
 Interval Notation The box on page 360 summarizes the
A compact way to write a domain such as 0  x  4Q is [0, 4Q]. This set of values general solutions for arcsine, arccosine,
of x is called the closed interval from x  0 to x  4Q. The open interval from and arctangent and should help students
x  0 to x  4Q is written (0, 4Q) and means0 x 4Q. The symbol [ from set organize the concepts in this section. The
terminology is used to show that x is an “element of ” or is in a given interval. So summary includes symbolic
you can write the domain for the closed interval
represen­tation as well as verbal and
x [ [0, 4Q] visual descriptions. Remind students that
which is pronounced “x is an element of the closed interval from 0 to 4Q.” The n is an integer.
various interval notations are summarized in this box.
Example 3 shows how to solve a
DEFINITIONS: Interval Notation trigonometric equation involving
squares of trigonometric functions both
Written Meaning Name Visually by using the quadratic formula and by
x [ [0, 4Q] 0  x  4Q Closed interval 0 4
factoring. To use the quadratic formula,
_______
b  ​ ​b​ ​ 4ac ​ 
x  ​ __________
2
x [ (0, 4Q) 0 x 4Q Open interval 0 4

2a    ​an equation must be
 
x [ [0, 4Q) 0  x 4Q Half-open interval 0 4
written in the form a​x​2​1 bx 1 c 5 0.
x [ (0, 4Q] 0 x  4Q Half-open interval 0 4
Make sure students understand that the
“x” in this case is sin θ. So in the equation​
EXAMPLE 2 P Solve the equation 4 tan 22V  5 algebraically for the first three positive values sin​2​  sin   2 5 0, a 5 1, b 5 1, and
of V. Verify the solutions graphically.
c 5 2. The quadratic formula gives
________________
SOLUTION 4 tan 22V  5
sin  5 2(21) 6 ​ ​( 21)​ ​  2   4(1)( 22) ​
2
  
tan 2V  1.25 2 (1)
v 2V  arctan(1.25)  tan 1(1.25)  180°n Write the general solution for 2V, It is easier to find the solution by
180 apart
angles a half-revolution apart factoring.
(Figure 7-4d).
1.25
2
1 tan 1(1.25)  90°n
V  __ Solve for V; divide both terms Example 4 shows how to solve a
1 u 2

1
on the right side of the equation trigonometric equation numerically
by 2.
when algebraic methods fail. Emphasize

1.25 V
 25.6700...°  90°n
that these numerical solutions are
V  64.3299...°, 154.3299...°, 244.3299...° Choose the values of n that give
the first three positive answers. only approximations. Students are
Figure 7-4d
often surprised to learn that there
The graph in Figure 7-4e shows y  4 tan 2V and y 
5, with intersections at the
three positive values that are in the solution. are equations that cannot be solved
algebraically.
y
The end of this section is a good place to
10

stop, review the material in the first four
90 180 270
sections, and possibly give a quiz or test.
10
y
5 There are a lot of important ideas in these
sections for students to assimilate.
Figure 7-4e P
Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 359
For Example 2, students need to enter Differentiating Instruction
x (really n ) f1() (really )
1  ​​tan​1​(1.25) 1 90x • Students may have previously learned
f1(x) 5 ​ __
2 0 25.6700… the term horizontal component instead
The grapher’s table should show these Not positive. of horizontal coordinate.
entries. The numbers in bold are the • The notes on page 358 are language
solutions in the given domain. 1 64.3299… heavy; check for understanding.
2 154.3299…
3 244.3299…
Stop at the third positive value.

Section 7-4:  Arcsine, Arctangent, Arccosine, and Trigonometric Equations 359

Differentiating Instruction (continued)
PROPERTIES: General Solutions for Arcsine, Arccosine,
• The interval definitions on page 359
and Arctangent
should be discussed carefully with ELL
Let A stand for the argument of the inverse sine, cosine, or tangent, and let n
students, as they may have learned represent an integer.
different notations.
V  arcsin A  sin 1 A  360°n or (180°  sin 1 A)  360°n
• Review this textbook’s convention of
x  arcsin A  sin 1 A  2Qn or (Q 
sin 1 A)  2Qn
using ellipses to express exact answers.
• In Example 3, show the setup of the Verbally: Inverse sines come in supplementary pairs (plus coterminals).
Graphically: Reflect the reference triangle across the vertical axis.
quadratic form. You might write the
V  arccos A  cos 1 A  360°n
parallel equation x2 2 x 2 2 5 0 to
help students make the connection. x  arccos A  cos 1 A  2Qn

• The text before Example 4 is Verbally: Inverse cosines come in opposite pairs (plus coterminals).
Graphically: Reflect the reference triangle across horizontal axis.
challenging, so help students with
the vocabulary and mathematical V  arctan A  tan 1 A  180°n
concepts. Also, you may want to work x  arctan A  tan 1 A  Qn
through Example 4 with students to Verbally: Inverse tangents come in pairs a half-revolution apart.
show how the numerical solutions are Graphically: Reflect the reference triangle across both axes.
found.
• The Reading Analysis should be done Quadratic Forms
in pairs.
You may need to use the quadratic formula or factoring to solve algebraically an
• Remind students that in this textbook, equation that has squares of trigonometric functions.
 is used when working in degrees, but
EXAMPLE 3 P Solve algebraically cos 2 V  sin V  1  0, V [ [90°, 270°).
students will still use x on their
graphers. SOLUTION cos 2 V  sin V  1  0
(1  sin 2 V)  sin V  1  0 Use the Pythagorean property to change
all terms to one trigonometric function.
Exploration Notes sin 2 V  sin V  2  0 Write the equation in ax 2  bx  c  0 form
and multiply by 1.
Exploration 7-4a reviews and reinforces No solution
the ideas of principal value and general sin V  2 or sin V  1 Use the quadratic formula. Discard
impossible solutions.
solution. This exploration is a good
V
 arcsin(1)  90° 
360°n 180°  (90°)  270° is coterminal
lead-in to Examples 1 and 2. Allow about with 90°.
15 minutes to complete this exploration. V  90° The angle measure 270° when n  1 is out
of the domain (half-open interval). P
Exploration 7-4b reinforces solving
trigonometric equations algebraically Note that in this case you could have factored to solve the quadratic equation.

and graphically. You might also suggest (sin V  2)(sin V  1)  0 If a product is

zero, then one of
that students verify their solutions sin V  2  0 or sin V  1  0
its factors has to
numerically using a grapher table. Allow sin V  2 or sin V  1 be zero!
about 20 minutes.
360 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
CAS Activity 7-4a: Periodic Solutions CAS Suggestions
Technology Notes
in the Instructor’s Resource Book Example 2 is potentially challenging to
Exploration 7-4a: Arccosine, has students explore the difference
Arcsine, and Arctangent, in the solve on a CAS because the exact domain
between periodic solutions, and window for  is not given. The first line of
Instructor’s Resource Book, is an solutions that are nearly periodic,
exploration meant to have students the figure shows the general solution for
using a CAS to find the solutions Example 2, where n6 is a random integer.
find certain arccosine, arcsine, and quickly. Allow 20–25 minutes.
arctangent values by calculator. The second line computes approximate
This exploration may be done with values of the first three positive solutions
the help of Sketchpad. by substituting in values for n5. n5 5 0
was evaluated to be sure an even smaller
positive angle had not been missed.

360 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 Numerical Solutions PRO B LE M N OTE S
Some trigonometric equations cannot be solved algebraically. This is often true if the
variable appears both transcendentally (in the argument of a non-algebraic function Supplementary problems for this section
such as y  sin x) and in an algebraic expression. For example, are available at www.keypress.com/
0.2x  sin x  2 keyonline.
There is no algebraic solution because you cannot transform the equation to the form Q3. y
f (argument)  constant. In other cases, the algebraic solution may be difficult to
find. In such cases, a numerical solution with the help of graphs is appropriate.
1
EXAMPLE 4 P 0.2x  sin x  2 for all real values of x.
Solve 0.2 x
y –� �
4
SOLUTION The graph in Figure 7-4f shows f1(x)  0.2x  sin x
x  2 intersecting at the three points
x)
and f 2(x) 2
x  7.0, 9.3, and 12.1. x __
x  6.9414..., 9.2803..., 12.1269...
5 10 15 20
 3
____ 1__
____
Use the intersect Q4. Q5.
or solver feature 2  2
on your grapher. Figure 7-4f P Q6. ref 5 80
v

Problem Set 7-4

u
Reading Analysis Q7. Right triangle XYZ has right angle YY. Side x is
opposite angle X, and so on. Find csc X. �ref
From what you have read in this section, what do
Q8. Find the degree measure of the acute angle
you consider to be the main idea? Why can you
cot 1 3.
write arccos A  cos 1 A but not y
arctan A  tan 1 A? What is the difference Q9. What is the value of n if log 32  n log 2? Q7. __ Q8. 18.4349...
Q10. The graph of y  3x 2  2x  7 is called x
between a closed interval and an open interval?
a(n) ? . Q9. 5 Q10. Parabola
Give an example of a trigonometric equation
that cannot be solved algebraically. Problems 1–10 are trivial for
For Problems 1–10, students who phrase the questions
Quick Review
5m
in
a. Find the general solution for V or x. correctly on a CAS.
Q1. Write the particular equation for the sinusoid b. Find the particular solutions that are in the
with amplitude 2, period 120°, sinusoidal axis given interval. 1a.  5 44.4270... 1 360n or
at y  5, and phase displacement 17° with 1. V  arcsin 0.7 V [ [0°, 720°] 135.5729... 1 360n
respect to y  cos x.
2. V  arcsin(0.6) V [ [0°, 720°] 1b.  5 44.4270..., 135.5729...,
Q2. Sketch a reasonable graph depicting the time of
sunset as a function of the day of the year. 3. x  arcsin(0.2) x [ [0, 4Q] 404.4270..., 495.5729...
Q3. Sketch the graph of y  sec x. 4. x  arcsin 0.9 x [ [0, 4Q] 2a.  5 36.8698...  360n or
Q4. What is the exact value (no decimals) of 5. V  arctan(4) V [ [0°, 720°] 216.8698...  360n
cos 30°? 6. V  arctan 0.5 V [ [0°, 720°]
2b.  5 216.8698..., 323.1301...,
Q5. What is the exact value (no decimals) of sin __
Q
4? 7. x  arctan 10 x [ [0, 4Q]
Q6. Sketch the reference angle for 260°.
576.8698..., 683.1301...
8. x  arctan(0.9) x [ [0, 4Q]
3a. x 5 20.2013... 1 2n or
3.3429... 1 2n
Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 361
Q1. y 5 5 1 2 cos 3(x 2 17) 3b. x 5 3.3429..., 6.0818..., 9.6261...,
12.3650...
Q2. t
4a. x 5 1.1197… 1 2n or
9:00
2.0218… C 2n
3:00
4b. x 5 1.1197..., 2.0218..., 7.4029...,
d 8.3050...,
180 360
5a.  5 75.9637...− C 180−n

See page 1010 for answers to

Problems 5b–8.

Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 361

Problem Notes (continued) 9. V  arccos 0.2 V [ [0°, 720°] 28. Confirm graphically that the solutions to
10. x  arccos(0.8) x [ [0, 4Q] Problem 24 are correct.
9a.  5 78.4630...​1 360n
11. Confirm graphically that the solutions to 29. Figure 7-4g shows the graph of
9b.  5 78.4630..., 281.5369..., Problem 1b are correct. y  2 cos 2 V  cos V  1. Calculate algebraically
438.4630..., 641.5369... the V-intercepts in the domain 0°  V  720°,
12. Confirm graphically that the solutions to and show that they agree with the graph.
10a. x 5​2.4980... 1 2n Problem 8b are correct.
13. Explain why there are no solutions to y
10b. x 5 2.4980..., 3.7850..., 8.7812..., 2
x  arccos 2 but there are solutions to
10.0682… x  arctan 2.

11. y 14. Explain why there are no solutions to 180

360

540

720

V  arcsin 3 but there are solutions to
1 2
V  arctan 3.
� Figure 7-4g
15. If one value of arctan A is 37°, find another value
360� 30. Figure 7-4h shows the graph of
of arctan A in the interval [0°, 360°).
y  2 sin 2 V  3 sin V  1. Calculate
16. If one value of arctan A is __
Q
3
, find another algebraically the V-intercepts in the domain
value of arctan A in the interval [0, 2Q). 0°  V  720°, and show that they agree with
12. y
17. If one value of arcsin A is __
5Q
6

, find another the graph.
1 value of arcsin A in the interval [0, 2Q).
y
x 18. If one value of arcsin A is 143°, find another
2� value of arcsin A in the interval [0°, 360°).
19. If one value of arccos A is 2, find another value of
arccos A in the interval [0, 2Q).
1
20. If one value of arccos A is 50°, find a value of

13. No angle has a cosine of 2 arccos A in the interval [0°, 360°). 180
360
540
720

Figure 7-4h
(21  cos x  1 for all x , because the For Problems 21–26, solve the equation in the
adjacent side in a right triangle can 31. Figure 7-4i shows the graph of
given domain. y  2 sin 2 V  3 sin V  2. Calculate
__
never be greater in absolute value than 21. tan V 

q3  0 V
[ [0°, 720°] algebraically the V-intercepts in the domain
the hypotenuse), but there are infinitely __
22. 2 cos V 

q3  0 V [ [0°, 720°] 0°  V  720°, and show that they agree with
many angles whose tangent is 2—the the graph.
23. 2 sin(V  47°)  1 V [ [360°, 360°]
opposite side can be twice the adjacent 24. tan(V  81°)  1 V [ [180°, 540°] y
side, and tan(1.1071... 1 n) 5 2. 25. 3 cos Qx  1 x [ [0, 6]
3

14. No angle has a sine of 3 26. 5 sin Qx  2 x [ [2, 4]

(21  sin   1 for all , because the 27. Confirm graphically that the solutions to 180
360
540
720

opposite side in a right triangle can Problem 23 are correct.
3
never be greater in absolute value than
Figure 7-4i
the hypotenuse), but there are infinitely
many angles whose tangent is 3—the
opposite side can be three times the
adjacent side, and
tan(71.5650... 1 180n) 5 3.
362 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
4 
Problems 15–20 can be re- 15. 217 16. ___
interpreted using a CAS as shown in the 3
17. 
__  18. 37
next figure. The fact that the solutions 6
are 180º apart reinforces the period of 19. 2 2 2 20. 50​or 310​
the tangent function and the periodicity Problems 21–26 are trivial for students
of solutions to inverse trigonometric who phrase the questions correctly on a
equations. CAS.
21.  5 120, 300, 480, 660
22.  5 150, 210, 510, 570
23.  5 2257, 217, 103, 343

362 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
32. Figure 7-4j shows the graph of a. Write an equation for y in terms of V. 28. y
y  cos 2 V  5 cos V  6. Calculate the b. The beacon rotates with an angular velocity
V-intercepts algebraically. Tell why the results of 5 deg/s. Let t be the time, in seconds, since 1
you got agree with the graph. the beam was perpendicular to the beach �
y (that is, y  0). By appropriate substitution, 180�
write an equation for y as a function of t.
c. A house on the beach is at a displacement
y  600 yd. Find the first four positive
values of t when the spot of light illuminates
the house. Problems 29–36 require solving quadratic
1

equations in order to solve trigonometric
1 180
360
540
720

equations. Example 3 demonstrates this
Figure 7-4j
skill. Make sure students understand
For Problems 33–36, the connection between the solutions of
a. Solve the equation graphically using the the equations and the -intercepts of the
intersect feature of your grapher.
graphs.
b. Solve the equation algebraically, confirming
the graphical solution. Problems 29–36 are trivial for
33. 3 cos 2 V  2 cos V V [ [0°, 360°) students who phrase the questions
34. tan 2 V  2 tan V V [ [0°, 360°) correctly on a CAS.
35. 4 cos x  2 sin x  3
2
x [ [0, 2Q) 38. Numerical Solution of Equation Problem 1: 29.  5 0, 120, 240, 360, 480,
36. 5 sin 2 x  3 cos x  4 x [ [0, 2Q) Figure 7-4l shows the graphs of y  x and
y  cos x as they might appear on your grapher.
600, 720
37. Rotating Beacon Problem: Figure 7-4k shows a
rotating beacon on a lighthouse 500 yd offshore. 30.  5 30, 90, 150, 390, 450, 510
The beam of light shines out of both sides of the y 31.  5 210, 330, 570, 690
beacon, making a spot of light that moves along
the beach with a displacement y, measured in
1
x 32. No solution
yards, from the point on the beach that is closest 1

to the lighthouse.
33a. y

Beach 3
Figure 7-4l
House
�
600 yd a. Read from the graph a value of x for which 180� 360�
cos x  x.
y b. Solve numerically to find a more precise value
Rotating of x in part a.  5 48.1896..., 90, 270, 311.8103...
beacon V
500 yd c. Are there other values of x for which 33b. 3 cos2  5 2 cos 
Offshore
cos x  x? How did you reach your
conclusion? ⇒  cos   (3 cos  2 2) 5 0
⇒ cos  5 0 or cos  5 __ 2
d. Explain why the equation cos x  x cannot be 3
Figure 7-4k solved algebraically.  5 48.1896..., 90, 270, 311.8103...
Problems 38–40 require students to
solve equations numerically. These
Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 363 transcendental equations must be
24.  5 254, 126, 306, 486 27. y
solved using graphical or numerical
25. x 5 0.3918..., 1.6081..., 2.3918..., 1
techniques because they cannot be
3.6081..., 4.3918..., 5.6081... � solved algebraically. Emphasize that the
26. x 5 21.8690..., 21.1309..., 0.1309..., 180�
solution(s) to these types of equation are
0.8690..., 2.1309..., 2.8690... approximations.

See pages 1010–1011 for answers to

Problems 34–38.

Section 7-4: Arcsine, Arctangent, Arccosine, and Trigonometric Equations 363

Problem Notes (continued) 39. Numerical Solution of Equation Problem 2: y
Figure 7-4m shows the graphs of y  x and 5
39a. x 5 0, x  1.3, 2.4 y  tan Qx.
39b. x 5 0, 1.2901..., 2.3730... y
x
4
39c. x appears both algebraically (as x) 12
3
and transcendentally (in the argument of 2 Figure 7-4o
tangent). 1 b. On the same screen, plot the graph of y
 0.
x
40a. x55 1 2 3 4 5 6 Use the appropriate style so that the grapher
Figure 7-4m
will shade the region. Sketch the intersection
40b. x 5 4.8369... very close to the of the two regions.
a. Read from the graph the first three values of x
largest value—the difference can scarcely c. Find the interval of x-values centered at
for which tan Qx  x.
be seen in the graph. x  12 in which both inequalities are satisfied.
b. Solve numerically to find the three precise
42. Trigonometric Inequality Problem 2:
40c. x appears both algebraically (as x) values in part a.
Figure 7-4p shows the region of points
and transcendentally (in the argument c. Explain why the equation tan Qx  x cannot that satisfy the trigonometric inequality
of sine). be solved algebraically.
40. Numerical Solution of Equation Problem 3: Q
x
y
 5 sin __
Problems 41 and 42 introduce Figure 7-4n shows the graphs of y  x and 4
y
trigonometric inequalities. Students y 
5 sin __
Q
2
x. 5
should investigate different graphing y
5 x
styles until they discover the best. 10
x
41a. Graph should match Figure 7-4o. 1 3 5 7
41b. y Figure 7-4p

5
a. Duplicate the figure on your grapher. Use the
Figure 7-4n
3 appropriate style to shade the region.
a. Find numerically the greatest value of x
b. On the same screen, plot the region of points
for which 5 sin __
Q
2
x  x.
x that satisfy the inequality y
 0.3x. Sketch the
12 b. Find numerically the next-to-greatest value of intersection of the two regions for x
 0.
x for which 5 sin __
Q
2
x  x. The zoom feature on c. Find all intervals of x-values for x
 0 for
41c. x 5 7.6063..., 16.3936... your grapher may help.
which both inequalities are satisfied.
c. Explain why the equation 5 sin __
Q
2
x  x cannot
42a. Graph should match Figure 7-4p. be solved algebraically.
43. Surprise Problem: Try solving this equation
algebraically. Show how to interpret the results
42b. y 41. Trigonometric Inequality Problem 1: graphically. In particular, what do the graphs of
5
Figure 7-4o shows the region of points that the two sides of the equation look like?
satisfy the trigonometric inequality
x 1  sin x  ________
cos x
Q
x ________
10 y
 2  3 cos __ cos x 1  sin x
6
a. Duplicate the figure on your grapher. Use the
appropriate style to shade the region below
the boundary curve.
42c. [0, 3.7138...] and [8.6991...,
11.0746...]
Problem 43 is a “surprise” problem.
When students attempt to solve the given 364 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
1 2 sin x
y 5 cot  _21 x 1 __
 ______
4  . Evidently, cos x
2. The arctangent properties on page 360
equation, they find that it is an identity. cos x suggest that solutions to problems
Make sure students understand that this 5 ______
1 1 sin x
5 cot _12 x 1 __

4   is an identity.
involving tangent will be answers
means that all x-values are solutions to 180° apart, yet the general solution to
the equation for which the expressions Additional CAS Problems
Example 2 clearly shows answers every
on both sides of the equation are defined. 1. How many answers will sin(a  x) 5 b 90°n (where n is an integer). Explain the
43. The result is cos x 5 cos x , which
2 2 have if a is a natural number, x ∈ [0, 2], discrepancy.
is identically true for all x. The two and b is a real number? Explore using
your CAS and explain how you know 3. How far apart will the solutions to
graphs coincide, and each looks like
your answer is correct. 4 tan(A  ) 5 25 be if A is a constant?
See page 1011 for answers to Explain.
CAS Problems 1–3.
364 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7-5 Parametric Functions Sec tion 7-5
In Section 1-5
1-5, you used parametric equations in connection with plotting
the graph of the inverse of a function. In Section 7-6, you will use parametric
equations to graph inverses of the six trigonometric functions. In this section PL AN N I N G
you will use parametric equations to represent functions for which both x and y
depend on a third variable, such as time. The pendulum in Figure 7-5a represents Class Time
such a function. 2 days

Homework Assignment
Day 1: RA, Q1–Q10, Problems 1–3, 5, 15,
17, 18
Day 2: Problems 7–13 odd, 16, 19, 21, 22

Teaching Resources
Exploration 7-5: Parametric Function
Pendulum Pendulum Problem
y Exploration 7-5a: Parametric Equations
Path x for Ellipses
Figure 7-5a Supplementary Problems

Objective Given equations for a parametric function, plot the graph and make
Technology Resources
conclusions about the geometric figure that results. Presentation Sketch: Parametric
Present.gsp
In this exploration you will predict the position, (x, y), of a pendulum moving in
both the x- and y-directions at time t.
Exploration 7-5a: Parametric
Equations for Ellipses
E XPLOR ATION 7-5: Pa r a m e t r i c Fu n c t i o n Pe n d u l u m Pr o b l e m
TE ACH I N G
A pendulum hangs from the ceiling
ceiling, as shown in 2. The pendulum is restarted by giving it a push
Figure 7-5a. When the pendulum bob is at rest, it from the origin in the y-direction at time
hangs above the origin, (0, 0), of an xy-plane on the t  0 s. Again, it swings back and forth, this Important Terms and Concepts
horizontal floor. time swinging first to y  20 cm, then back Parametric function
to y  20 cm, with each complete back-and- Parametric equations
1. The pendulum is pulled to a displacement, x,
forth swing again taking 3.8 s. Assuming that
of 30 cm and released at time t  0 s, causing
displacement y varies sinusoidally with time,
Parameter
it to swing back and forth between x  30 cm Cartesian equation
sketch the graph and write a simple equation
and x  30 cm. By stopwatch you find that Ellipse
for y as a function of t.
the period for one complete back-and-forth
swing is 3.8 s. Assuming that displacement Unit circle
x varies sinusoidally with time, sketch
the graph and write an equation for x as a Section Notes
function of t.
Section 7-5 introduces parametric
continued functions. It is recommended that you
Section 7-5: Parametric Functions 365 spend two days on this section. On the
Exploration Notes In Problems 1 and 2, make a table of values
first day, do Exploration 7-5 and cover
Exploration 7-5 is an excellent starting before making the sketch and finding the
Examples 1–3. On the second day, cover
point for this section. Students investigate equations. In Problem 3, students should
Example 4 and then do problems from
pendulum motion, an application involving see that they need to set 0 ​t  11.4 in
Problem Set 7-5, or Exploration 7-5a.
parametric equations. You may want to set order to have the pendulum complete
up a few pendulums around the room so three full cycles. Allow 25–30 minutes to
each group of students can “play” with the complete the exploration.
problem. At the very least, you need to have See page 368 for notes on additional
one pendulum set up for demonstration. explorations.
Guide students through the exploration. See page 1011 for answers to
Exploration 7-5.

Section 7-5: Parametric Functions 365

Section Notes (continued) EXPLORATION, continued
One reason for including a section on 3. The pendulum is started a third time, this 4. Trace to t  9 s and write the coordinates of
time by pulling it out to x  30 cm, then the point on the graph. Keep at least three
parametric functions at this point is so giving it a push in the y-direction just hard decimal places. Does your answer agree with
that they can be used to create graphs enough to make it trace an elliptical path, as the point shown in the figure?
of inverse trigonometric relations (see shown in Figure 7-5a and plotted in the figure 5. What special name is given to a variable, such
below. The equations you found in Problems as t in this problem, upon which two or more
Problem 22 and Section 7-6) and other 1 and 2 express the position of the pendulum other variables depend?
relations that are not functions. bob as a parametric function of time t. With
your grapher in parametric mode, plot three 6. What special name is given to functions in
Students should understand that in a cycles of the graph of this function. Use path which two or more variables depend on the
parametric function, the values of both x style so that you can see when the graph is same independent variable?
and y are dependent on the independent being retraced. Does your graph agree with 7. Just for fun, see if you can transform the
the figure? two parametric equations by eliminating the
variable t. Explain that parametric
parameter, t, to get one equation involving
functions make it possible to graph y only x and y. How does this equation confirm
figures for which y is not a function t 9
10
that the path really is an ellipse?
of x (such as an ellipse). The ellipse in x 8. What did you learn as a result of doing this
10 20
Example 1 is, in fact, a function. Students
20 10
10 exploration that you did not know before?
often find this confusing because the
ellipse does not pass the vertical line test.
The way to explain this is to remind them
that for every value of t there is exactly
one ordered pair (x, y). In Exploration 7-5, you saw an example in which two related variables, x and y,
depend on an independent third variable, t. The set of points (x, y) can be thought
In Example 1, graphers need to of as a dependent “variable” in a parametric function. The independent variable t
be in degree and parametric modes. is called the parameter. (The prefi x para- is a Greek word meaning “beside” or
“near,” as in parallel, and the suffi x -meter means “measure.”) The letter t is usually
Students should first plot the graph using
used for the parameter because variables x and y often depend on time. Example 1
a window setting such as 0°  t  360°, shows you how to plot a parametric function using degree mode.
t-step 5 5°, 7  x  7, x-scale 5 1,
EXAMPLE 1 P Plot the graph of this parametric function in degree mode.
9  y  9, and y-scale 5 1. Then they
should reset the window, or use Zoom x  5 cos t
y  7 sin t
Zsquare on some graphers, to show
equal scales on both axes. (This will SOLUTION Set your grapher to parametric mode and enter the two equations. Choose a
window that uses equal scales on both axes. Because the amplitudes of x and y are
make the ellipse have the proportions 5 and 7, respectively, the window will have to be at least 5 
x 
5 and
we expect.) Point out that the 5 in 7
y
t
45 7 
y  7. Use an interval of at least 0° 
t  360° and a t-step of 5°.
x 5 5 cos t is the x-radius of the ellipse, x
Figure 7-5b shows the graph. P
which is the distance from the center 5
Note that the parameter t is not an angle in standard position. Figure 7-5b shows
to either x-intercept. Similarly, the 7 in that when t  45°, the angle measure is considerably larger than 45°. In Chapter 11,
y 5 7 sin t is the y-radius, the distance you’ll learn graphical properties of parametric functions that reveal how the angle
from the center to either y-intercept. Figure 7-5b is related to points on the path.
Students might originally select the
366 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
window 0°  t  360°, 10  x  10, and have them trace the graph to find the point and plots. For example, if t-step 5 5° and
10  y  10. This will produce a very where t 5 45°. (Note that tracing to the 0°  t  360°, the grapher plots points
circular graph, and they may not realize “right” increases the t-value.) At this point, for t-values of 0°, 5°, 10°, 15°, and so on.
it is an ellipse. They need to set the x and x 5 3.5355… and y 5 4.9497…. Because Consecutive points are connected to create
y ranges using a 3 : 2 ratio, to roughly y  x, the point is not on the line y 5 x, a continuous graph. Using smaller steps
correspond to the number of pixels in the and so the angle is not equal to 45°. slows the graphing process as more
x- and y-directions on their grapher. In points are calculated, but creates a
Encourage students to explore what
this case, 15  x  15 and 10  y  10 smoother graph. Using larger steps speeds
happens when they make the t-step value
is a reasonable window. the process, but creates a more jagged
smaller—say, 1°—or larger—say, 20°, 30°,
To convince students that the parameter t or even 60°. The t-step value determines graph.
is not an angle in standard position, how many points the grapher calcu lates

366 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 Pythagorean Properties to Eliminate the Parameter Additional information about ellipses
You can sometimes discover properties of a graph by eliminating the parameter,
and other conic sections can be found in
thereby reducing the function to a single Cartesian equation with only two Chapter 10.
variables, x and y. The next example shows you how. For example, the ellipse in the figure
EXAMPLE 2 P For the parametric function x  5 cos t, y  7 sin t in Example 1, eliminate the below is a dilation of the unit circle by a
parameter to get a Cartesian equation relating x and y. Describe the graph. factor of 5 in the horizontal direction and
SOLUTION Because cos 2 t  sin 2 t  1, you can eliminate the parameter by solving the by a factor of 7 in the vertical direction.
given equations for cos t and sin t, squaring both sides of each equation, and
y
then adding.
7 y-radius
x  5 cos t  __ x 
cos t 
__ x2
5 @ 5   cos 2 t x-radius

y y 2 x
y  7 sin t  __ 
sin t @
__   sin 2 t 5
7 7
x2 y 2
@
__5   @
__7   cos 2 t  sin 2 t Add the two equations, left side to left
side, right side to right side.
x2 y 2
@
__5   @
__7    se the Pythagorean property for cosine
U Recalling that the coefficients of x and
and sine.
y are the reciprocals of these dilation
The graph is an ellipse. The unit circle x 2  y 2  1 is dilated
factors, the equation of the ellipse is
horizontally by 5 and vertically by 7. P
​ 1 ​ x ​ ​1 ​​ __
​​ __ ​ 1 ​ y ​ ​5 1
2 2
EXAMPLE 3 P Figure 7-5c shows the graph of the parametric equations y
5 7
x  6  5 cos t
x
This is equivalent to the equation in
y  3  7 sin t 6 Example 2. Because the horizontal
Describe the effect of the constants 6 and 3 on the graph.

3
and vertical dilations are different, the
SOLUTION Comparing Figure 7-5c to Figure 7-5b, you can see that the ellipse has unequal radii in the x- and
constants 6 and 3 are horizontal and vertical translations, y-directions. The terms x-radius and
Figure 7-5c
respectively, and give the coordinates of the center of y-radius can be used to distinguish
the ellipse. P
between the two.
The dilated unit circle can also be
Parametric Equations from Graphs
translated in the x- and y-directions. For
From the previous examples you can generalize the parametric equations for
instance, the equation
an ellipse with axes parallel to the coordinate axes.
y13 2
 ​​​1 ​​ ​ _____
x 2 ​ 6 
7 
2
​​ ​ _____  ​  
 ​​​5 1
PROPERTY: Parametric Equations for an Ellipse 5
is a translation of the ellipse 6 units
The general parametric equations for an ellipse with axes parallel to the
coordinate axes are in the x-direction and 3 units in the
x  h  a cos t y-direction (Figure 7-5c). Encourage
y  k  b sin t students to leave the equation in this
where |a| and |b| are called the x- and y-radii, respectively, and h and k are form. If it is expanded, the translations
the coordinates of the center. If |a|  |b|, the figure is a circle. and dilations are no longer apparent.
Section 7-5: Parametric Functions 367 Example 3 demonstrates the effects of the
After students have done Example 1 in of parametric equations, the parameter constants h and k on the graph of
degrees, have them redo it in radians. They cannot be easily eliminated.) From the x 5 h 1 a cos t, y 5 k 1 b sin t. The
should set 0  t  2 and t-step 5 0.1. If Cartesian equation, ​​ _​ 5x ​ 2​​ ​1 ​​ _​ 7y ​ 2​​ ​5 1, students property box following Example 3
students calculate the x- and y-values for can see that the ellipse is a dilation of the summarizes what students have learned
​  ​ , they will find that x 5 3.5355… and
t  __ unit circle, which has equation ​x2​ ​1 ​y2​ ​5 1. about para­metric equations for ellipses.
4
y 5 4.9497…, which agree with the solution Students are asked to conclude that the
they got when tracing the graph. y 2
Cartesian equation ​​ _​ 5x ​ 2​​ ​1 ​​ _​ 7 ​ ​​ ​5 1 is that of
In Example 2, the parameter of the an ellipse. You may need to review ellipses
parametric function from Example 1 is and their equations with students.
eliminated, giving a Cartesian equation
relating x and y. (Note that for many pairs

Section 7-5:  Parametric Functions 367

Section Notes (continued) Note: The coefficients a and b are the horizontal and vertical dilations of
the unit circle
Many students enjoy drawing
x  cos t
three-dimensional shapes like the y  sin t
cylinder in Example 4. On TI-83 and
Also, the constants h and k are the horizontal and vertical translations,
TI-84 calculators, they can graph the respectively, of the center of the unit circle.
ellipses, then press 2nd [draw] Select
If you know this property, you can use parametric functions to plot solid three-
LINE, and enter 2,9,11,9. Pressing ENTER dimensional figures such as cones and cylinders on your grapher. Example 4 shows
will return students to the graphing you how to do this.
window with the tops of the ellipses EXAMPLE 4 P Figure 7-5d shows the outlines of a cylinder. Duplicate this figure on your grapher
connected. Repeat the process to get the by finding parametric equations for ellipses to represent the bases and then
lower line. drawing lines to represent the walls.
The hidden part of the left ellipse can y
10
be eliminated by dividing one of the
parametric equations by a Boolean
variable. 5

x2(t) 5 2 1 1.3 cos(t)/(90  t and

t  270)
x
5 10 15
y2(t)5 5 1 4 sin(t)
Figure 7-5d
The hidden part can be drawn dashed
SOLUTION The bases are ellipses because the cylinder is shown in perspective. The right
by entering a third pair of parametric ellipse is centered at the point (11, 5), with x-radius about 1.3 and y-radius 4. The
equations using dashed style. The figure left ellipse is congruent with the right one, with the center at the point (2, 5). Half
shows the final result. of the left ellipse is hidden by the cylinder.

y x1(t )  11  1.3 cos t Parametric equations

10 y1(t )  5  4 sin t representing the right ellipse.

x2(t )  2  1.3 cos t / (90  t and t  270) Solid half of the left ellipse.
5 y2(t )  5  4 sin t
x x3(t )  2  1.3 cos t / (t  90 or t  270) Dashed half of the left ellipse.
5 10 15 y3(t )  5  4 sin t Use dot style.

Plot these functions on your grapher in parametric mode, using degrees, with
equal scales on the two axes. Use an interval of 0° to 360° for t to get a complete
Differentiating Instruction revolution for each ellipse. Draw lines from the point (2, 9) to the point (11, 9) and
• Explain what a pendulum and a bob from the point (2, 1) to the point (11, 1), representing the walls of the cylinder. P
are. A physical model will be helpful.
• Have students write about parametric
graphs in their journals, including the
parametric equations for an ellipse.
They should copy the words of the text 368 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
and write the ideas in their own words. Additional Exploration Notes Technology Notes
• Make sure students understand Exploration 7-5a provides students Presentation Sketch:
Example 4. A physical model of a with extra practice on graphing three- Parametric Present.gsp at
cylinder will help. dimensional figures. Students who can use www.keypress.com/keyonline
• In Problems 17–20, help students with their graphers to graph piecewise functions allows you to set a parameter and
new terminology such as conchoid and may be able to do this exploration without parametric equations and watch as a
asteroid. using Boolean variables. You can use this particle traces out a parametrically
• Do Problem 21 as a class activity, and exploration to supplement the problems in defined graph.
provide support with language as this section or as a review at the end of the
students work through Problem 22. chapter. Allow about 20 minutes.

368 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Problem Set 7-5 PRO B LE M N OTE S
Reading Analysis 11. x � 3t � 1 22. x � 1 � t 2 Supplementary problems for this section
y � 2t � 1 y�t�2 are available at www.keypress.com/
From what you have read in this section, what do
you consider to be the main idea? The last statement For Problems 3–6, keyonline.
in the solution to Example 2 defines an ellipse in a. Plot the graph on your grapher. Sketch Q1. cos2 x  sin2 x  1
terms of transformations on the unit circle. Look the result.
back at the discussion of dilations in Section 1-3, and b. Use the Pythagorean property for cosine and Q2. tan2 x  1  sec2 x
then explain in your own words why the Cartesian sine to eliminate the parameter t.
Q3. 1.2  2n
equation at the end of Example 2 defines an ellipse. c. Explain how you know that the graph is an
5m ellipse or a circle. Q4. 56  360n or 124  360n
in
Quick Review a
__
3. x � 3 cos t 4. x � 6 cos t Q5. Q6. b2  c2
Q1. What is the Pythagorean property for cosine y � 5 sin t y � 6 sin t b
and sine? Q7. 2 Q8. 2
5. x � 5 � 7 cos t 6. x � 4 � 3 cos t
Q2. What is the Pythagorean property for secant y � 2 � 3 sin t y � �1 � 6 sin t Q9. 30 Q10. B
and tangent?
Q3. If cos �1 x � 1.2, what is the general solution for
Problems 1 and 2 have the students
arccos x? sketch parametric equations by hand
Q4. If sin �1 x � 56°, what is the general solution for and verify the results using their
arcsin x? graphers. Emphasize the role of t as the
Q5. For right triangle ABC, if angle B is the right independent variable and x and y as
angle, then sin A � ? .
dependent variables. Students should
Q6. For right triangle ABC in Q5, side a 2 � ? in
terms of sides b and c. choose at least five t-values for their
The truncated cylindrical tower of the
Q7. If y � cos B� has period 180°, what does Museum of Modern Art in San Francisco, tables, including negative t-values. Be
California, has an elliptical face.
B equal? sure to assign one of these.
Q8. What is the period of the parent sine function, Problems 7–14 show solid three-dimensional figures.
The ellipses represent circular bases of the solids. The Problems 3–6 require students to
y � sin x?
dashed lines represent hidden edges. eliminate the parameter to turn the
Q9. If an angle has measure __ �
6
radian, what is its
degree measure? a. Write parametric equations for the ellipses. parametric equations into Cartesian
Q10. The exact value of cos __� equations.
4 is b. Plot the figure on your grapher by using
A. 0 B. 1
____
__ 1
C. __ parametric equations and drawing lines.
__ �2 2 3a.
�3 7. Cone y
D. ____ E. 1
2 y
5
10
x
Problems 1 and 2 show the relationship among x, y,
5
and t in parametric functions. For each problem,
a. Make a table of x- and y-values for a range of 5
t-values. Include negative values of t. y
x2 2

b. Plot the points (x, y) on graph paper and 3b.  __3  +  __5  = 1
connect them with a line or a smooth curve. x
5 10 15 3c. The x- and y-radii are different, so
c. Confirm that your graph is correct by plotting the graph is an ellipse.
it on your grapher using parametric mode.
Section 7-5: Parametric Functions 369 Problems 7–14 are similar to Example 4.
Exploration 7-5a in the Instructor’s CAS Suggestions Consider having students use parametric
Resource Book asks students to write With twice the number of equations as equations to graph the line segments.
parametric equations for ellipses that other definition types, one of the most
appear in certain figures, similar to 7a. x  6  5 cos t, y  9  sin t;
challenging aspects of parametric equations 0  t  360
those in Problems 7–14. Sketchpad for students is learning what questions to
could provide useful insight. 7b. The graph matches the figure.
ask and which equations to solve. Defining
the equations first may help students with
this challenge, allowing them to refer to the
pieces of the equation by name.
See page 1012 for answers to
Problems 1, 2, and 4–6.

Section 7-5: Parametric Functions 369

Problem Notes (continued) 8. Cone 12. Two-napped cone
y y
8a.  x 5 13 1 0.8 cos t, y 5 6 1 4 sin t; 10 10
0  t  360
8b.  The graph matches the figure.
5 5
9a.  x 5 1 1 0.4 cos 0.5t,
y 5 4 1 2 sin 0.5t;
x 5 1 2 0.4 cos 0.5t, y 5 4 1 2 sin 0.5t; x x
5 10 15 5 10 15
x 5 14 1 0.4 cos t, y 5 4 1 2 sin t;
180  t  540 9. Cylinder 13. Hemisphere
y Include the equation for the semicircle.
9b.  The graph matches the figure. 10
y
10
10a.  x 5 7 1 6 cos 0.5t,
y 5 2 1 1.2 sin 0.5t;
5
x 5 7 1 6 cos 0.5t, y 5 2 2 1.2 sin 0.5t; 5
x 5 7 1 6 cos t, y 5 8 1 1.2 sin t;
360  t  720 x
5 10 15 x
10b.  The graph matches the figure. 5 10 15
10. Cylinder
11a.  x 5 8 1 5 cos 0.5t, y 14. Hemisphere
y 5 2 1 sin 0.5t; 10
Include the equation for the semicircle.
x 5 8 1 5 cos 0.5t, y 5 2 2 sin 0.5t; 10
y

x 5 8 1 3 cos t, y 5 9 1 0.6 sin t;

5
360  t  720
11b.  The graph matches the figure. 5
x
12a.  x 5 1 1 0.6 cos 0.5t,
5 10 15
y 5 5 1 3 sin 0.5t; x
11. Frustum of a cone
x 5 1 2 0.6 cos 0.5t, y 5 5 1 3 sin 0.5t; 5 10 15
y
x 5 14 1 0.8 cos t, y 5 5 1 4 sin t; 10
15. Projectile Problem: If a ball is thrown through
180  t  540 the air, its motion in the horizontal and vertical
directions is modeled by two different physical
12b.  The graph matches the figure. laws. Horizontally, the ball moves at a constant
5
13a.  x 5 5 1 0.8 cos(t 1 180); rate if you ignore air resistance. Vertically, the
ball accelerates downward due to gravity. Let x
y 5 6 1 4 sin(t 1 180); be the ball’s horizontal displacement, in meters,
x 5 5 1 0.8 cos(t); y 5 6 1 4 sin(t); x
from its starting point, and let y be the vertical
5 10 15
x 5 5 1 4 cos t, y 5 6 1 4 sin t; displacement, in meters, above its starting point.
290  t  90 Suppose a ball is thrown with a horizontal

Note the method to show a different half

of each curve.
13b.  The graph matches the figure. 370 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Problem 15 shows how parametric 15d.  x 5 160 m ⇔ t 5 8 s ⇒ y 5 6.4 m;
14a.  x 5 8 1 7 cos t, y 5 8 1 1.4 sin t; equations can be used to describe and solve the ball will go over the fence.
x 5 8 1 7 cos 0.5t, y 5 8 1 7 sin 0.5t; projectile-motion problems. 4.9   ​​x  ​2​
15e.  y 5 2x 2 ​ ___
360  t  720 400
15a.  (60 m, 75.9 m)
14b.  The graph matches the figure. 15b.  t 5 5 s; y(5) 5 77.5 m
15c.  ​t​1​5 0.8355... s, ​t ​2​5 7.3277... s
x(​t​1​) 5 16.7103... m
x(​t​2​) 5 146.5549... m

370 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
 velocity of 20 m/s and an initial upward velocity d. You can plot the Cartesian equation in part c Problems 17–20 tell students to use
of 40 m/s. The parametric equations for its in parametric mode this way: radian mode. For all these problems,
position (x, y) at time t, in seconds, are x2(t)  t except Problem 18, students will get the
x  20t y2(t)  f (t)
y  40t  4.9t 2
same result if they use degree mode. Ask
The equation y  f (t) is the Cartesian equation students why they will get a different
The graph of x and y as functions of t is shown in you found in part c, with t in place of x.
Figure 7-5e. Plot the graph. Compare the x-domain and graph if they use degree mode for
y (m) y-range of the Cartesian equation to those Problem 18. (In the other problems, the
100
Path
of the parametric equations. Describe your parameter t is found only as an argument
Ball observations.
50 of trigonometric functions. As students
Problems 17–20 involve parametric functions that know, circular and trigonometric
x (m) have interesting graphs. Plot the graphs on your
50 100 150
functions are interchangeable. However,
grapher and sketch the results. Use radian mode.
Figure 7-5e in Problem 18 the parameter also
17. Involute of a Circle Problem:
a. What is the position of the ball at time t  3 s? occurs as an algebraic expression in the
x  cos t  t sin t
b. When is the ball at a horizontal displacement, equation, so it does make a difference
x, of 100 m? How high is it at that time? y  sin t  t cos t
whether the grapher is in degree or
c. At what two times is the ball 30 m above its
radian mode.)
starting height? Find x at these times.
d. A fence 2 m high is at x  160 m. According 17. 22  t  2
to this parametric function, will the ball go y
over the fence, hit the fence, or hit the ground
before reaching the fence? How can you tell?
e. Eliminate the parameter t, showing that y is a 2
quadratic function of x. x
2
16. Parametric Function Domain Problem: Sometimes
when you eliminate the parameter, the Cartesian
function has a domain different from that of the
parametric function. In this problem you will The motion of Mars. Adapted from
investigate the parametric function Johannes Kepler’s Astronomia Nova (1609) 18. 0  t  2
x1(t)  3 cos t 2 18. Asteroid Problem: x  8 cos 3 t y

y1(t)  2 sin 2 t x  8 sin 3 t

a. Set your grapher to radian mode. Plot the This curve is also called a hypocycloid of
four cusps. 2 x
graph using [2Q, 2Q] for t and a window
2
that includes positive and negative values of 19. Cycloid Problem: x  t  sin t
x and y. Sketch the result. y  1  cos t
b. Based on your graph, make a conjecture about 20. Conchoid of Nicomedes Problem:
what geometric figure the graph is. x  tan t  5 sin t
c. Eliminate the parameter t with the help of the
19. 22  t  2
y  1  5 cos t
Pythagorean properties. Solve the equation y
for y in terms of x; that is, find y  f (x). Does
the Cartesian equation confirm or refute your 2
x
conjecture in part b? 2

Section 7-5: Parametric Functions 371 20. 0  t  2

2x 1 2  a line with slope 2__
y1 5 2__ 2
Problem 16 is important. It demonstrates 16c.
3 1  3 y
that the restricted t-values in parametric 16d. y
form affect the domain and range in
Cartesian form. 2
1 2 x
16a. y x
1
1
x
1 0  x 1  3 and 0  y1  2 because sin t and
cos t are each in [21, 1], but the Cartesian
2
16b. A line with slope 2__ equation has unlimited range, (2∞, ∞).
3

Section 7-5: Parametric Functions 371

Problem Notes (continued) 21. Sine Curve Tracer Problem: Figure 7-5f
shows two parametric functions plotted in y
Problem 21 provides an opportunity radian mode,
to develop a stronger understanding x1(t)  cos t x2(t)  t 1 x
1
of parametric equations. It is highly y1(t)  sin t y2(t)  sin t
recommended. The first is a unit circle centered at the origin,
and the second is the parent sine function.
21a. The graph should resemble Figure 7-5g
Figure 7-5f. y or v
x 1 (t)
cos t
a. With your grapher in function mode, plot
21b. Answers will vary. When the graph 1 y1(t)
sin t
x 2 (t)
t y 
sin 1 x (radian mode). Use a window
is plotted slowly, we can see that the y2(t)
sin t with at least 7  y  7 and approximately
x or u


equal scales on both axes. Why does the
x 2-values proceed along the x-axis as the Equal
y-values grapher show only part of the graph in
x 1-values proceed along the circle, and Figure 7-5g?
that the y1- and y2-values are the same. Figure 7-5f b. Set your grapher to parametric mode. Enter
the parametric equations
21c. Change the second graph to a. Enter these functions into your grapher. Use
x 2(t) 5 cos t, y2(t) 5 t. simultaneous mode so that both graphs will x1(t)  sin t
be plotted at the same time. Use a window y1(t)  t
Problem 22 is a good lead-in to the with [1, 2Q] for x and equal scales on the x- Use a t-interval as large as the y-window.
next section. It should help students and y-axes. Use [0, 2Q] for t and a small t-step, Describe the results. Based on the definition
understand that the graph of y 5 arcsin x such as 0.02, so that the graphs are plotted of arcsine, explain why these parametric
slowly and you can observe the relationship equations generate the graph of the entire
is not a function and that the graph of between the graphs as they develop. Does inverse sine relation.
y 5 sin1 x is a portion of the graph of your graph resemble Figure 7-5f at some time
c. With the first parametric equations still active,
y 5 arcsin x that is a function. as it is being plotted? If not, go back and check
enter the equations
your work.
22a. y
b. In what way does observing the graph being
x2(t)  t
plotted clarify in your mind the relationship y2(t) sin t
1
x between sin x for x as an angle in standard Use a t-interval as large as the x-window.
1 position in a uv-coordinate system and sin x Sketch the resulting graphs. How are the two
plotted in an xy-coordinate system? graphs related to each other?
c. What changes would you need to make to d. Repeat parts b and c for y  arccos x and
the parametric equations in order to trace the y  cos x.
This shows only the principal values of cosine curve? e. Repeat parts b and c for y  arctan x and
the relation. Problem 22 prepares you for the next section. y  tan x.
22b. y 22. Graphs of Inverse Trigonometric Relations by
Parametrics: Figure 7-5g shows the graph of
the relation y  arcsin x. Note that this is not a
1
function, because there is more than one value
x of y corresponding to the same value of x. In
1 this problem you will learn how to duplicate the
graph on your grapher.

This graph shows every y for which

sin y 5 x. 372 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Additional CAS Problems At what time does the ball reach this
point?
1. The ball in Problem 15 is moving both
horizontally and vertically. At what time 3. How many times does the Conchoid
is the ball exactly 50 meters from its of Nicomedes intersect the line
release point at the origin? y 5 x? In terms of x and y, what are
the coordinates of those points of
2. Prove that the ball in Problem 15 does
intersection?
not pass through the point (x, y) 5
See pages 1012–1013 for answers to (20, 30). What is the smallest distance
Problems 22c–22e and between the path of the ball and the
CAS Problems 1–3. point (20, 30)?

372 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7- 6 Inverse Trigonometric Relation Graphs Sec tion 7- 6
You have learned that an inverse trigonometric relation, such as arcsin 0.4, has
many values; but when you enter sin 1 0.4 into your calculator, it gives you only
one of those values. In this section you’ll learn which value the calculator has been PL AN N I N G
programmed to give. You’ll also learn how to calculate exact values of inverse
trigonometric functions. Class Time
2 days
Objective t

1MPU
HSBQIT
PG
JOWFSTF
USJHPOPNFUSJD
GVODUJPOT
BOE
SFMBUJPOT
t
'JOE
FYBDU
WBMVFT
PG
JOWFSTF
USJHPOPNFUSJD
GVODUJPOT Homework Assignment
Day 1: RA, Q1–Q10, Problems 1–4, 5, 7, 9
In this exploration you will investigate the graph of the inverse sine and inverse
Day 2: Problems 11–23 odd, 24, (25), 26
cosine relations.
Teaching Resources
E XPLOR ATION 7- 6: G r a p h s o f Inve r s e Tr i g o n o m e t r i c Re l at i o n s Exploration 7-6: Graphs of Inverse
The figure shows the graph of y  arcsin x,, the 3. The inverse sine function, y  sin 11 x,, is Trigonometric Relations
inverse relation for y  sin x. In this exploration defined by limiting the range of y  arcsin x Exploration 7-6a: Principal Branches of
you will plot this graph on your grapher along with using these criteria:
Inverse Trigonometric Relations
y  sin x and make some conclusions about how to t The graph must be a function.
restrict the range of the relation in order to get the Exploration 7-6b: Inverse Trigonometric
inverse function for y  sin x, y 
sin 1 x.
t The graph must use the entire domain, Relation Values
[1, 1], for x.
Blackline Master
y
t
The graph should be one continuous piece. Exploration 7-6, Problem 5
5 x  0.6

t The graph should be centrally located, near Examples 1 and 2
x the origin. Supplementary Problems
−4 4
What interval of y-values meets all
−5
these criteria?
TE ACH I N G
4. On the same screen as in Problem 2, plot
1. The figure shows the vertical line x  0.6. the graph of y  sin 1 x, using thick style to
From the graph, read to one decimal place distinguish the two graphs. Enter Exploration Notes
the five values of y for x  0.6. How does this x2(t)  t Exploration 7-6 is an investigation of the
indicate that y  arcsin x is not a function? y2(t)  sin 1 t inverse sine relation and the inverse sine
2. Plot y  arcsin x on your grapher using Does the range you chose in Problem 3 function. Students learn to graph the
parametric mode. Enter agree with the range of y  sin 1 x on your relation y 5 arcsin x on their graphers.
x1(t)  sin t grapher?
Then they graph the function
y1(t)  t 5. Deactivate y  sin 1 x from Problem 4, and
then plot y  sin x on the same screen as y 5 sin1 x and use the graph to identify
Use a window with [7, 7] for y, equal scales
on the two axes, and a t-interval of y  arcsin x in Problem 2. Use thick style to the principal branch of the arcsine curve.

7  t  7. Does your graph agree with distinguish the two graphs. How are the two Students also observe that the sine and
the figure? graphs related to the diagonal line y  x?
Sketch the result on a copy of the figure.
inverse sine graphs are reflections of
one another through the line y 5 x. This
exploration is a good group activity to
continued
begin the first day of instruction. Allow
Section 7-6: Inverse Trigonometric Relation Graphs 373 20 minutes for this exploration.
1. y = 25.6, 23.8, 0.6, 2.5, or 6.9. The y

relation is not a function because there is See page 377 for notes on additional
more than one value of y for the same value explorations.
of x.
1 x
2. The graph agrees with the figure.
 1

3. 2 __
 __
2  , 2  
4. The range of the graph agrees with the
range in Problem 3.
See page 1013 for answers to
8. Answers will vary. Exploration Problems 5–7.

Section 7-6: Inverse Trigonometric Relation Graphs 373

Important Terms and Concepts EXPLORATION, continued
Reflection 6. Plot the graph of y  arccos x and y  cos x cosine function, y  cos 1 x? Confirm or
Principal branch on your grapher. Use the same window as in refute your answer by plotting the graph of
General solution the previous problems. Sketch the result and y  cos 1 x on your grapher.
Inverse trigonometric relation (inverse the line y  x on graph paper. 8. What did you learn as a result of doing this
circular relation) 7. What range of y-values would meet all the exploration that you did not know before?
Inverse trigonometric function (inverse criteria in Problem 3 to define the inverse
circular function)
Composite of a function and its inverse
Graphs and Principal Branches
Section Notes Figure 7-6a shows the graph of y  tan 1 x, the inverse tangent function. It
In this section, students look at graphs of is a reflection of one branch of the graph of y  tan x across the line y  x
(Figure 7-6b).
inverse trigonometric relations and learn
how an inverse trigonometric function y y
can be defined by restricting the range 5 5 y
x
y

2
of the corresponding relation. They also x
5
x
5
find exact values of expressions involving

y
 2 y
tan x y
tan x
–1

inverse trigonometric functions. It is

recommended that you spend two days Figure 7-6a Figure 7-6b
on this section.
The inverse tangent function, y  tan 1x, is called the principal branch of the
Begin the first day of instruction by inverse tangent relation, y  arctan x. Using parametric mode, you can plot the
assigning and discussing Exploration 7-6. graph of y 
arctan x. Enter
(See the Exploration Notes for additional x  tan t
information.) yt
Then have groups of students complete The definition of arctangent tells you that y
Exploration 7-6a. This activity helps y  arctan x if and only if x  tan y. The graph will 5


y

students understand the concept of have all branches of y  arctan x that are in the 2
x
5
window you have chosen (Figure 7-6c).
principal branches and how they are y

2

selected. If students struggle with this The function y  tan 1 x is defined by designating
one branch of arctangent to be the principal branch.
activity, have them read the criteria for
Do this by restricting the range of the arctangent to Figure 7-6c
selecting principal branches in their meet the criteria in the box on the next page.
books, complete Problem 13 of
the exploration, and then work on
Problems 1–12. Be sure to follow the
exploration with a class discussion about
what students discovered.
The definition box on page 376 may
seem confusing to some students.
374 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Since the domain and range of the
trigonometric functions are the range A Note on Terminology
and domain (respectively) of the inverse Some texts use Arctan or ​Tan​1​(with the
trigonometric relations, range is placed first letter capitalized) to indicate the
before domain. The first range column inverse tangent function. In this text, ​
(Range (Numerically)) shows the range tan​1​(all lower­case) is used to represent
of the graphs on an xy-plane. the inverse tangent function, and arctan
(also lowercase) is used for the general,
The second range column gives the range in
multiple-valued relation. Make sure
a uv-coordinate system where y is an angle
students understand this distinction.
in radians. The text just below the definition
box shows how the two are the same.

374 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
 the domain and range of the composite
Criteria for Selecting Principal Branches of Inverse
function. Make sure students understand
Trigonometric Functions
why the domain of the composite
1. The principal branch must be a function. function y 5 cos (cos1 x) is limited to
2. It must use the entire domain of the inverse trigonometric relation. [1, 1]. You might also want to discuss
3. It should be one continuous graph, if possible. the composite function y 5 cos1 (cos x).
Have students graph this composite
4. It should be centrally located, near the orgin.
function on their graphers, showing
5. If there is a choice between two possible branches, use the postive one. values from 4 to 4 on the x-axis and
values from 2 to 2 on the y-axis.
Figure 7-6d shows the results of applying these criteria to all six inverse
trigonometric relations. The highlighted portion of each graph shows the y
inverse trigonometric function. The rest of each graph shows more of the inverse �
trigonometric relation. Notice the ranges of y that give the principal branches. x
�3� �� � 3�
y y y
��
5 5 5
y


y  Q2
Q
Discuss the shape of the graph and
x y x x
5
2
5 y
0 5
ask students why y 5 cos1 (cos x) has
y   Q2 y   Q2 domain (∞, ∞) and range [0, ]. Then
point out that y 5 cos1 (cos x) 5 x only
on the interval [0, ].
y  sin–1 x (highlighted) y  tan–1 x (highlighted) y
sec–1 x (highlighted)
and y  arcsin x and y  arctan x and y
arcsec x
Example 3 leads to the general property
y y y about the composition of a function and
5 5 5 its inverse. It is important for students to
y


y

y

2 understand that the property holds only
x y
0 x x if x is in both the range of the outside
y
0 5 5 5


y
 2
function and the domain of the inside
function. Illustrate this point by referring
to the composite functions
y
cos–1 x (highlighted) y
cot–1 x (highlighted) y
csc–1 x (highlighted)
and y
arccos x and y
arccot x and y
arccsc x y 5 cos (cos1 x) and y 5 cos1 (cos x). In
Figure 7-6d Example 3, students see that
cos(cos1 x) 5 x for x  [1, 1]. These are
the values that are in both the range of
the cosine function and the domain of
the inverse cosine function. Similarly,
cos1 (cos x) 5 x only for x  [0, ].
These are the values that are in both the
range of cos1 x and the domain of cos x.
Section 7-6: Inverse Trigonometric Relation Graphs 375 Discuss the examples after the property
Cover the remainder of Section 7-6 on Students are often confused when
box, which illustrate the restrictions.
the second day. Example 1 provides a the graph of a semicircle does not appear
Problems 23 and 24 will give students
straightforward geometric method for to “touch” the x-axis when they graph it
additional practice working with the
evaluating expressions involving the on a grapher. This is due to limitations in
composite of a function and its inverse.
composition of a trigonometric function the grapher itself. You may wish to use
with an inverse trigonometric function. this example to remind students that they
Example 2 applies the same method to a should always be critical of what they see on
more abstract problem. their graphers.
Example 3 evaluates the composition of the
cosine function and its inverse. When you
discuss this example, be sure to focus on

Section 7-6: Inverse Trigonometric Relation Graphs 375

Differentiating Instruction
DEFINITIONS: Ranges and Domains of Inverse
• You should discuss the note on
Trigonometric Functions
terminology on page 374 with the
class. However, because of the varied Function Range (Numerically) Range (Graphically) Domain
h Q Qi
backgrounds of students, make sure y  sin 1 x y [ __
, __
—
2 2
Quadrants I and IV x [ [1, 1]
that they understand that this is a y  cos 1 x y [ [0, Q] Quadrants I and II x [ [1, 1]
convention specific to this textbook. y  tan x Q
, __
y [ @
__ Q
Quadrants I and IV x [ (∞, ∞)
2 2
1

• ELL students should work in pairs on

y  cot 1 x y [ (0, Q) Quadrants I and II x [ (∞, ∞)
Exploration 7-6 rather than in groups Q

y  sec 1 x y [ [0, Q] and y u
__ Quadrants I and II |x|  1
unless you can form groups of students h Q Qi
2
who speak the same non-English y  csc 1
x y [ __
, __
—
and y u
0 Quadrants I and IV |x|  1
2 2
language.
v cos
1 To remember these ranges, it might help you to think of y as an angle in radians in
• The discussion of domain and range is cot
1
sec
1 a uv-coordinate system (Figure 7-6e). If the argument is positive, the arc or angle
language heavy. Watch for signs both terminates in Quadrant I. If the argument is negative, the arc or angle terminates
u
of understanding and confusion. in Quadrant II or Quadrant IV, depending on which inverse function it is. None of
• Some ELL students may have been sin
1 the inverse functions terminates in Quadrant III.
tan
1
taught not to use calculators. Work csc
1
through the Additional Class Example Figure 7-6e

on page 377 to show the value of using

a calculator to confirm an answer
found geometrically.
• Page 374 is language heavy. Ask
students to read it and then lead a class
discussion on the content.
• Discuss the criteria on page 375 for
selecting principal branches. Have
students copy the information into
their journals, and then annotate the
formal language with their own words. If you could perpendicularly project an image of the railing in
this spiral staircase onto the wall behind it, you would get a
Students should also copy the graphs curve that resembles the graph of arccosine. (Compare to
into their journals and highlight the lower-left graph in Figure 7-6d.)

principal branches.
• Use Figure 7-6e to discuss the ranges Exact Values of Inverse Circular Functions
and domains on page 376, and have Recall that it is possible to find exact trigonometric and__circular function values of
q3
students copy the figure into their certain special angles or arcs. For instance, cos @
__
Q
6

 ___
2 . It is also possible to find
journals. exact values of expressions involving inverse trigonometric functions.

• Go over Examples 1 and 2, as they may

be difficult for students to understand.
It may help to enlarge the figures 376 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
• Check students’ answers to Problems 15
for reference. A blackline master is and 16 for both for clarity and
available in the Instructor’s Resource correctness.
Book. • You might lead Problems 23 and 24 as
• Make sure students understand the a whole class activity. You will need to
property of a composite function explain vocabulary such as saw-toothed.
and its inverse on page 378. Students • If you assign Problem 25, have students
should add the property to their work on it in pairs.
journals.
• The Reading Analysis should be done
in pairs.

376 Chapter 7:  Trigonometric Function Properties and Identities, and Parametric Functions
EXAMPLE 1 P Evaluate tan @
sin 1@
_23   geometrically to find the exact value. Check your answer Additional Exploration Notes
numerically.
Exploration 7-6a leads students to graph
SOLUTION Draw an angle in standard position whose sine is _23 . v inverse trigonometric functions. They
The angle terminates in Quadrant IV because the 

32
(
2)2 use their calculators to find the principal
range of the inverse sine function is Quadrants I 5
 

branches for the inverse sine, cosine,
and IV. Draw the reference triangle, as shown in u
Figure 7-6f, and find the length of the third side. and tangent relations and then to reason
Then use the definition of tangent. 3

2 about the best choices for principal
branches for the inverse trigonometric
tan @
sin 1@
__
2  ____
3   q5
2__
Figure 7-6f functions. You might ask students
2__ , you get 0.8944…,
Check: When you evaluate ____ why their calculators give the wrong
q5
answer for ​cot​21​(23)—they are using the
which agrees with tan @
sin 1@
_23    tan(0.7297…)  0.8944…. P
reciprocal of ​tan​21​(23), and the ranges of
EXAMPLE 2 P Evaluate y  sin(cos x) graphically to find the value in radical form. Set this
1
y 5 ​tan​1​x and y 5 ​cot​1​x are different
value equal to y, and plot it together with the original equation on the same screen
from each other. This exploration is a
to confirm that your answer is correct.
good group activity for the first day of
SOLUTION Figure 7-6g shows the two possible quadrants for cos 1 x.
instruction. Allow about 20 minutes.
v v
Exploration 7-6b requires students
1 1 to find multiple values for arcsin 0.8,


1
x2 

1
x2
u u arccos (0.3), and arctan 4 and then to
x x
identify the value on the principal branch
Figure 7-6g
of each inverse relation. You might assign
this exploration as homework after the
By the definition of cosine, you can label the horizontal leg of the reference
1
y
triangle x and the radius 1. The third side is given by the Pythagorean theorem. first day of instruction. This exploration
Note that, in both Quadrants I and II, the third side is positive. So you use the should take about 20 minutes.
x
1 positive square root in both cases. By the definition of sine,
______ Additional Class Example
y  sin(cos 1 x)  q1  x 2  ______
________ q1  x 2
1 Find the exact value of ​ ​tan​21​_​ 34 ​ ​
Figure 7-6h
Figure 7-6h shows that the graph is a semicircle with radius 1. P geometrically. Check your answer by
direct calculation.
The Composite of a Function and Its Inverse Function Solution
If you apply the techniques of Examples 1 and 2 to a function and its inverse Draw an angle in standard position
function, an interesting property reveals itself. Example 3 shows you how to
do this.
whose tangent is ​ _34 ​. The angle terminates
in Quadrant I because the range of the
EXAMPLE 3 P Evaluate cos(cos 1 x). Explain why the answer is reasonable. Set your answer equal
y and plot it together with y  cos(cos 1 x) on the same screen to verify that the
to y,
inverse tangent function is Quadrants I
answer is correct. and IV. Draw a reference triangle, and
find the length of the hypotenuse. Then
377 use the definition of cosine.
Section 7-6: Inverse Trigonometric Relation Graphs
v
32 + 42 = 5
3
u
4

​ 3 ​  ​5 __
cos​ tan21 __ ​ 4 ​ 5 0.8
4 5
21 _
By calculator, ​ ​tan​ ​​ ​ 34 ​ ​ ​5 0.8, which
agrees with the geometric answer.

Section 7-6:  Inverse Trigonometric Relation Graphs 377

 PRO B LE M N OTE S SOLUTION cos 1 x means “the angle whose cosine is x.” So by definition,
y  cos(cos 1 x)  x
Supplementary problems for this section Draw a uv-diagram as in the earlier examples if you need further convincing.
are available at www.keypress.com/ y
Figure 7-6i shows both the graph of y  x and the graph of y  cos(cos 1 x).
keyonline. 1
x Note that the graph of cos(cos 1 x) has domain [1, 1] because the inverse cosine
Q1. 8 Q2. 5
1

1
1
function is defined only for those values of x. P

Q3. 6 1
Q4. __
7 Example 3 illustrates a general property relating a function and its inverse
2 
___ 3 __ function, which you may recall from Section 1-5.
Q5. Q6.  x Figure 7-6i
7
Q7. Ellipse centered at the origin, with PROPERTY: The Composite of a Function and Its Inverse Function
x-radius 3 and y-radius 5 f @
f 1(x)  
x and f 1 @
f (x)   x

Q8. tan2 x 1 1 5 sec2 x provided x is in the range of the outside function and in the domain of the
inside function.
Q9. 21
Q10. sin1 x 1 2n or In Problem 23, you will prove this property. To illustrate the restrictions in
( 2 sin21 x ) 1 2n the box,

Problems 1–4 emphasize the graphs cos 1 (cos 10)  cos 1(0.8390...)
 2.5663..., not 10 10 is not in the range of cos 1.
of inverse trigonometric relations
and functions. Be sure to assign these cos(cos 1 3) is undefined, not 3. 3 is not in the domain of cos 1.

problems so that students become more In the first case, 10 is not in the range of the inverse cosine function (principal
comfortable switching back and forth branch). In the second case, 3 is not in the domain of the inverse cosine function.
between parametric and function modes.
When graphing inverse trigonometric Problem Set 7-6
relations, it is important to set up the Reading Analysis Q4. The sinusoid in Q1 is a horizontal dilation of
window so that Tmin and Tmax are equal y  cos x by a factor of ? .
From what you have read in this section, what do you
to Ymin and Ymax. This will make the Q5. The period of the sinusoid in Q1 is ? .
consider to be the main idea? Why does the graph of
Q6. If f (x)  x 3, then the inverse function
graphs fi ll the screen. y  arctan x have more than one branch, and how do
f 1(x)  ? .
you decide which of these branches is the principal
1. Graphs should match the darker branch? How is the principal branch related to the Q7. What geometric figure is the graph of the
portion of the corresponding graphs in value of tan 1 x your calculator gives you? parametric function defined by x  3 cos t and
Figure 7-6d. y  5 sin t ?
5m
in
Quick Review Q8. Write the Pythagorean property that involves
2. Use x 5 sin t, y 5 t for y 5 arcsin x , tangent.
and similarly for arccosine and Q1. The function y  5  6 cos 7(x  8) is a
Q9. Without your grapher, evaluate cos Q.
horizontal translation of y  cos x by ? .
arctangent. Graphs should match the Q10. Given A  arcsin x, write the general solution
Q2. The sinusoid in Q1 is a vertical translation of
corresponding graphs in Figure 7-6d. for A in terms of sin 1 x.
y  cos x by ? units.
3. y Q3. The sinusoid in Q1 is a vertical dilation of
y  cos x by a factor of ? .

1
x 378 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
1 4. y A blackline master for Problem 5 is
available in the Instructor’s Resource Book.
3
5. __ 6. __3
1 x 4 5
You can make a table of values and show 1 7. 5
___ 8. 17
___
13 8
that the (x , y) pairs of one graph are the
15
9. ___ 10. 2 ___5
same as the (y, x) values of the other. 17 12
You can make a table of values and show
that the (x , y) pairs of one graph are the
same as the (y, x) values of the other.

378 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 1. With your grapher in function mode, plot the 17. y  cos(sin 1 x) 18. y  tan(sin 1 x) A CAS automatically gives the
graphs of y  sin 1 x, y  cos 1 x, and 19. y  sin(tan 1 x) 20. y  cos(tan 1 x) simplified algebraic answers to
y  tan 1 x. How do the graphs compare with
the graphs in Figure 7-6d? Specifically, does each 21. y  sin(sin 1 x) 22. y  tan(tan 1 x) Problems 17–22. Make sure students
graph have the same y-range as shown for the 23. Composite of a Function and Its Inverse Problem: understand the mathematics behind
principal branch? In Problems 21 and 22, you found that these problems before allowing them to
2. With your grapher in parametric mode, plot sin(sin 1 x)  x and that tan(tan 1 x)  x.
These are examples of a general property of use a CAS to solve them.
the graphs of y  arcsin x, y  arccos x, and ______
y  arctan x. Use equal scales on both axes. To functions and their inverse functions, to which 17. cos(sin21 x) 5  1 2 x 2 ,
you were introduced in Chapter 1. In this
make the graph fill the screen, the t-interval 21 ​x​ 1. The graphs match.
should be the same as the y-range. How do the problem you will prove the property. Let f (x) be
an invertible function. x
18. tan(sin21 x) 5 ________
______ ,
graphs compare with the graphs in Figure 7-6d?
a. Prove that f 1@
f (x)   x by letting y  f (x),
 1 2 x 2
For Problems 3 and 4, with your grapher in 21 ​x​ 1. The graphs match.
applying the definition of f 1, and using a
parametric mode, plot the two graphs on the same
clever substitution. x
19. sin(tan21 x) 5 ________
______ , all real x.
screen. Use a window with at least [7, 7] for y and a  x 2 1 1
window for x that makes the scales on the two axes b. Prove that f ( f 1(x))  x by letting The graphs match.
the same. Use different styles for the two graphs. y 

f 1(x), applying the definition of f 1, and 1
using a clever substitution. 20. cos(tan21 x) 5 ________
______ , all real x .
Describe what you can do to show that these two  x 2 1 1
graphs are reflections across the line y  x. 24. Interpretation Problem—Composite of a The graphs match.
3. y  arcsin x and y  sin x Function and Its Inverse: In Problem 23, you 21. sin(sin21 x) 5 x , 21 ​x​ 1.
proved that the composite function of an
4. y  arctan x and y  tan x The graphs match.
invertible function and its inverse function
For Problems 5–14, calculate the exact value of is equal to x. In this problem you will see 22. tan(tan21 x) 5 x , all real x.
the function geometrically. Assume the principal some surprises! The graphs match.
branch in all cases. Check your answers by a. Explain why the graph of y  tan(tan 1 x) in
direct calculation. Problem 22 is equivalent to the graph of Problem 23 helps students to prove that
4
5. tan @
cos 1 __ 4
6. cos @
tan 1 __ y  x for all values of x but the graph of f ( f 1(x)) 5 x and f 1( f (x)) 5 x.
5 3 y  sin(sin 1 x) in Problem 21 is equivalent
5 15 23a. y 5 f(x) ⇔ x 5 f 21(y),
7. sin @
tan 1 ___ 8. sec @
sin 1 ___ to the graph of y  x for only certain
12  17  values of x. so x 5 f 21(y) 5 f 21(f(x))
9. cos @
sin 1 @
___
8 13
10. cot @
csc 1 @
___
17   12   b. Figure 7-6j shows the result of plotting on 23b. y 5 f 21(x) ⇔ x 5 f(y),
your grapher
2 (Surprised?)
11. sec @
cos 1 __ so x 5 f(y) 5 f(f 21(x))
3 y  sin 1(sin x)
12. tan(cot 1 4) (Surprised?) Problem 24 asks students to explore
13. cos(cos 1
3) 14. sec(sec 1
0) y composites of trigonometric functions
5
15. Explain why cos(cos 1 3) in Problem 13 and their inverses. Students need to
5 x
does not equal 3.
5 explain why the composite is equivalent
16. Explain why sec(sec 1 0) in Problem 14 does not
5 to y 5 x for all x in some cases and for
equal 0. only certain x -values in other cases. This
For Problems 17–22, evaluate the function
Figure 7-6j
is a good problem to discuss in class.
geometrically to find the answer in radical form.
Why is the graph “saw-toothed” instead 24a. The domain and range of
Set your answer equal to y, and plot this equation
of linear? y 5 tan(tan21 x) are both all real
together with the original equation on the same
screen to show that your answer is correct. numbers, the same as y 5 x. Now, by the
definition of inverse, tan(tan21 x) equals
Section 7-6: Inverse Trigonometric Relation Graphs 379 x for all real numbers. But the domain
Problems 10, 12, and 14 involve the inverse 11. 3
__ 1
12. __
2 4 and range of y 5 sin(sin21 x) are both
cotangent, cosecant, and secant functions. Problems 13 and 14 illustrate that f ( f 1(x))
You may need to review how to find values only 21 ​x​ 1. So, by the definition
may not equal x if x does not satisfy the of inverse, y 5 sin(sin21 x) equals x for
of these functions on a grapher. restrictions stated in the property box on 21 ​x​ 1.
Problems 11 and 12 produce results page 378.
that may surprise students. In each 13. Undefined 14. Undefined
case, drawing the appropriate reference
15. 3 is not in the domain of cos1 x.
triangle and using the definitions of the
trigonometric functions should explain the 16. 0 is not in the domain of sec1 x.
surprise. See page 1014 for the answer to
Problem 24b.

Section 7-6: Inverse Trigonometric Relation Graphs 379

Problem Notes (continued) c. Plot y  cos 1(cos x). Sketch the result. a. Write the particular equation expressing the
Explain why the graph is not equivalent to the vertical displacement y, in meters, from the
24c. y
graph of y  x. track to the surface of the mountain or valley
d. Plot y  tan 1(tan x). Use dot style rather as a function of distance x, in meters, from the
1 x than solid style. Sketch the result. Explain why tunnel entrance. You can find the constants A,
1 the graph is not equivalent to the graph of B, and C from the given information. Finding
y  x. the phase displacement D requires that you
substitute the other three constants and the
25. Tunnel Problem: Scorpion Gulch and Western coordinates (0, 0) for (x, y), then solve for D.
Railway are preparing to build a new line
Similar to part b, the domain of cos x is through Rolling Mountains. They have hired you b. How long will the tunnel be? How long will
all real numbers, but the range of cos21 x to do some calculations for tunnels and bridges the bridge be?
is 0 ​x​ . When 0 ​x​ , needed on the line. c. The railway company thinks it might be
cheaper to build the line if it is raised by 20 m.
y 5 cos21(cos x) is equivalent to y 5 x. The tunnel will be shorter, and the bridge
Because cos x is not one-to-one, on the will be longer. Find the new values of x at the
interval  ​x​ 2, cos x is increasing, beginning and end of the tunnel and at the
beginning and end of the bridge. How long
which causes y 5 cos21(cos x) to decrease. will each section be under these conditions?
At the points x 5   n, cos x is 26. Journal Problem: Update your journal with
neither increasing nor decreasing, which things you have learned since the last entry.
causes the “points” on the graph. Include things such as

24d. y


PX
UP
QMPU
HSBQIT
PG
inverse trigonometric
t
)
relations
You set up a Cartesian coordinate system with its
origin at the entrance to a tunnel through Bald

PX
UIF
SBOHFT
PG
UIF
inverse trigonometric
t
)
1 x Mountain. Your surveying crew finds that the functions are chosen
1 mountain rises 250 m above the level of the track
t
)

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UP
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WBMVFT
PG
JOWFSTF

and that the next valley descends 50 m below trigonometric functions geometrically
the level of the track. The cross section of the
mountain and valley is roughly sinusoidal, with
a horizontal distance of 700 m from the top of
The domain of tan x is all real numbers, the mountain to the bottom of the valley
but the range of tan1 x is  __ 
2   x  2  .
__
 (Figure 7-6k).
__
 __

When − 2   x  2  , y 5 tan (tan x) is
21
y
equivalent to y 5 x, a line segment with
Entrance
slope 1 from the point  − __
 __
 __
 __ 
2  , − 2   to  2  , 2  , 250 m
Tunnel
but excluding the endpoints. Because Bald Mountain
x
tan x is periodic with period , the 50 m
complete graph of y 5 tan21(tan x) is a 700 m
sequence of line segments with slope 1 Bridge

increasing from y 5  __

2  to y 5 2  ,
__
 Figure 7-6k

excluding the endpoints.

Problem 25 presents a situation that can
be modeled with a sinusoid.
380 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Students can find the coordinates 25a. y 5 100 1 Additional CAS Problems
and parameter value in Problem 25 using   (x 2 162.5956...).
150 sin ___
700 1. Enter tan(arctan(x)) into a CAS, then
a Solve command. This may help them to 25b. Tunnel: about 1025.2 m; enter cos(arcos(x)). Compare and
focus on solving the problem at hand. bridge: about 374.8 m contrast the results.
25c. Tunnel: about 950.7 m;
2. Solve cos(sin21(x)) 5 sin(cos21(x)) for x.
bridge: about 449.3 m
Explain the results.
26. Journal entries will vary.

See page 1014 for answers to

CAS Problems 1 and 2.

380 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
 7-7 Chapter Review and Test
In this chapter you’ve learned how to transform trigonometric expressions and
Sec tion 7-7
solve equations using the Pythagorean, quotient, and reciprocal properties.
The Pythagorean properties help show that certain parametric function graphs PL AN N I N G
are circles or ellipses. The parametric functions let you plot graphs of inverse
trigonometric relations. Analyzing these graphs and identifying the principal Class Time
branches gives more meaning to the values the calculator gives for the inverse
2 days (including 1 day for testing)
trigonometric functions.
Homework Assignment
Review Problems Day 1: R0–R6, T1–T20
R0. Update your journal with what you have e. Plot on the same screen f1(V)  cos V and
2 Day 2 (after Chapter 7 Test): C1 or
learned in this chapter. Include topics such as f2(V)  sin 2 V. Sketch the graphs. How do the Problem Set 8-1

t
4UBUFNFOUT
PG
UIF
UISFF
LJOET
PG
QSPQFSUJFT graphs support the Pythagorean property
cos 2 V  sin 2 V  1? Teaching Resources

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)

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is an identity R2. a. Write equations expressing tan x and cot x in Test 20, Chapter 7, Forms A and B
terms of sin x and cos x.

t
)

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UP
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USJHPOPNFUSJD

equations algebraically, numerically, b. Write equations expressing tan x and cot x TE ACH I N G
and graphically in terms of sec x and csc x.

t
8

IBU
B
QBSBNFUSJD
GVODUJPO
JT
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c. Write three equations in which the product Section Notes
it, and how to eliminate the parameter to get of two trigonometric functions equals 1.
a Cartesian equation d. Make a table of values showing numerically Section 7-7 contains a set of review

t
)

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UP
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JOWFSTF
USJHPOPNFUSJD
that cos 2 x  sin 2 x  1. problems, a set of concept problems,
relations and find ranges for inverse e. Write equations expressing and a chapter test. The review problems
trigonometric functions i. sin 2 x in terms of cos x include one problem for each section
R1. Figure 7-7a shows the unit circle and an ii. tan 2 x in terms of sec x in the chapter. You may wish to use the
angle V in standard position.
iii. csc 2 x in terms of cot x chapter test as an additional set of review
v
f. Sketch the graph of the parent function problems.
y  cos x. On the same set of axes, sketch the
1 graph of y  sec x using the fact that secant Encourage students to practice the no-
v

u is the reciprocal of cosine. calculator problems without a calculator
u R3. a. Transform tan A sin A  cos A into sec A. so that they are prepared for the test
What values of A are excluded from the problems for which they cannot use a
domain?
calculator.
b. Transform (cos B  sin B) 2 into
Figure 7-7a 1  2 cos B sin B. What values of B are
a. Explain why u 2  v 2  1. excluded from the domain? Differentiating Instruction
b. Explain why u  cos V and v  sin V. c. Tranform ______
1
1  sin C
 ______
1
1  sin C
into 2 sec 2 C. • Go over the review problems in class,
c. Explain why cos V  sin V  1.
2 2 What values of C are excluded from the perhaps by having students present
domain? their solutions. You might assign
d. Give a numerical example that confirms the
property in part c. students to write up their solutions
before class starts.
Section 7-7: Chapter Review and Test 381
R0. Journal entries will vary. R1d. 1 and cos 
For  5 30, sin  5 __ • You might have students do the
__ 2
R1a. u and v are the legs of a right triangle  
____3 351
1 1 __ review problems in pairs to reduce the
5 ⇒ sin  1 cos  5 __
2 2
2 4 4 amount of time needed.
with hypotenuse 1. R1e. y
• Make sure to discuss the concept
R1b. cos  5 horizontal u
coordinate 5 __
__________________ problems and check for student
1
radius 1
understanding.
5 u; sin  5 vertical coordinate
________________ v
__
5 5v �
radius 1
f1(�) f2(�) 360°
R1c. u 2 1 v 2 5 1 and u 5 cos  and
v 5 sin  ⇒ (cos )2 1 (sin )2 5 1 The graphs are symmetric across the line
y  __12 , where one graph is above the line by See page 1014 for answers to
the same amount as the other is below it. Problems R2–R3c.

Section 7-7: Chapter Review and Test 381

Differentiating Instruction (continued) d. Prove that this equation is an identity: R6. a. Using parametric mode on your grapher,
• Because many cultures’ norms highly csc D(csc D  sin D)  cot 2 D. What values duplicate the graph of the circular relation
of D are excluded from the domain? y  arccos x shown in Figure 7-7c.
value helping peers, ELL students often
e. Prove that this equation is an identity:
help each other on tests. You can limit (3 cos E  5 sin E) 2  (5 cos E  3 sin E) 2 y
this tendency by making multiple  34. 6

versions of the test. f. Show that the two expressions in part b are x

1 1
• Consider giving a group test the day equivalent by plotting each on your grapher.
before the individual test, so that g. Make a table of values to show that the
6

equation in part e is an identity.

students can learn from each other
R4. a. Find the general solution for V  arcsin 0.3. Figure 7-7c
as they review, and they can identify
b. Solve 1  tan 2Q(x  0.6)  0 algebraically b. Sketch the graph of the function y  cos 1 x,
what they don’t know prior to the
for the first four positive values of x. Confirm the principal branch of the relation
individual test. Give a copy of the test graphically that your solutions are correct. y  arccos x. Explain the specifications used
__
to each group member, have them c. Solve (2 cos V
 1)(2 sin V
 q3 )

0 in selecting this principal branch. What is the
work together, then randomly choose algebraically in the domain V [ [0°, 540°]. range of this inverse cosine function?
one paper from the group to grade. Confirm graphically that your solutions are c. How is the graph of y  arccos x related to
correct. the graph of y  cos x?
Grade the test on the spot, so students
R5. a. Plot the graph of this parametric function on d. Find geometrically the exact value (no
know what they need to review further. your grapher. Sketch the result. decimals) of sin(tan 1 2). Check the answer
Make this test worth _13 the value of the by direct calculation.
x  2  5 cos t
individual test, or less. y  1  3 sin t e. Write an equation for y  tan(cos 1 x) that
• ELL students may need more time to b. Use the Pythagorean property for cosine and does not involve trigonometric or inverse
take the test. sine to eliminate the parameter in part a. trigonometric functions. Confirm your
answer by plotting this equation together
• ELL students will benefit from having c. How can you conclude from the answer to with the given function on the same screen.
access to their bilingual dictionaries part b that the graph is an ellipse? Where is Sketch the result.
the center of the ellipse? What are the
while taking the test. x- and y-radii? f. Prove that cos(cos 1 x)  x.
d. Figure 7-7b shows a solid cone in perspective. g. Show on a uv-diagram the range of values of
Write parametric equations for the ellipse the functions sin 1 and cos 1.
PRO B LE M N OTE S that represents the circular base of the cone. h. Explain why the prefix arc- is appropriate in
Draw the cone on your grapher. the names arccos, arcsin, and so on.
R3d. csc D(csc D 2 sin D )
5 csc2 D 2 csc D sin D 5 csc2 D 2 1 10
y

5 cot2 D for D  n
R3e. (3 cos E 1 5 sin E )2 1 (5 cos E
2 3 sin E )2 5 9 cos2 E 1 30 cos E sin E 5
1 25 sin2 E 1 25 cos2 E 2 30 cos E sin E
1 9 sin2 E 5 9 cos2 E 1 9 sin2 E
x
1 25 sin2 E 1 25 cos2 E 5 9 1 25 5 34 5 10 15

R3f. y Figure 7-7b

3
2
382 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
1 R4b. x 5 0.275, 0.775, 1.275, 1.775 R4c.  5 60, 240, 300, 420
x
�
y y
2
With appropriate use of the | �
180�
command, a CAS could easily give both �2
1 x
the general and specific solutions to the 1 2
different parts of Problem R4.
R4a.  5 17.4576... 1 360n
or 162.5423... 1 360n

382 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
Concept Problems In Problem R6, parts d and e can be
solved on a CAS in one step.
C1. Pendulum Problem: Figure 7-7d shows a b. Where is the pendulum at time t  5 s?
pendulum hanging from the ceiling. The c. Find the first three times when the pendulum
R6a. Use x 5 cos t, y 5 t, 27 ​t​ 7
pendulum bob traces out a counterclockwise bob has y-coordinate 10 cm. What are the (or whatever y-limits you use for your
circular path with radius 20 cm (which appears x-coordinates at each of these times? graphing window).
elliptical because it is drawn in perspective). At
any time t, in seconds, since the pendulum was d. Explain how this problem ties together all the R6b. y
started in motion, it is over the point (x, y) on topics in this chapter.
the floor, where x and y are in centimeters. The C2. Prove that each equation is an identity.
pendulum makes a complete cycle in 3 s. 1
1  sin x  cos x  ________
a. ______________ 1  cos x x
1  sin x  cos x sin x 1
1  sin x  cos x  ________
b. ______________ 1  sin x
1  sin x  cos x cos x
C3. Square of a Sinusoid Problem: Figure 7-7e shows
the graphs of f1(x)  cos x (dashed) and This branch covers the whole range of
f2 (x)  cos 2 x (solid). The squared graph seems cos x because its domain is continuous, is
to be sinusoidal. near the orgin, and has postive y-values.

20 y 1
y f2(x)
cos2 x Range: 0 ​y​ 
x R6c. It is the inverse (reflection across
20 x the line y 5 x).

2
3

Figure 7-7d
R6d. 2__
____
a. Assuming that the pendulum bob was at the f1(x)
cos x
point (20, 0) at time t  0 s, write parametric
1
 5
Figure 7-7e _____
equations for the circular path it traces.  1  x 2
a. Assuming that the graph of R6e. _______
x
f2 (x)  cos 2 x is a sinusoid, find its period,
y
amplitude, sinusoidal axis location, and phase
displacement from the graph of the function
y  cos x.
1
b. Write the particular equation for the sinusoid x
you described in part a. 1

c. Give numerical and graphical evidence

that the sinusoid in part b is identical to
f2 (x)  cos 2 x.
R6f. In Quadrants I and II, where cos21 x
Léon Foucault demonstrates his pendulum and the
rotation of Earth at the Pantheon in Paris (1851).
is defined, adjacent 5 x , ______
hypotenuse 5 1, opposite 5  1 2 x 2 so
adj x 5 x.
cos(cos21 x) 5 ____  __
hyp 1
R6g. v

sin�1 x
cos�1 x
u
yReview
2 1 and
2 Test 383
1  _____  5 1
Section 7-7: Chapter
x12
 _____
2

5 
Consider having students do the R5b.
3
individual steps of Problem R5 on a CAS. R5c. The equation in part b is the formula
This will save them some of the algebraic for an ellipse centered at (22, 1) with
work of squaring terms and eliminating the x-radius 5 and y-radius 3. R6h. arccos x means “the angle (or arc)
parameter if they are careful. whose cosine is x.”
R5d. x1(t) 5 7 1 5 cos t,
R5a. y y1(t)5 2 1 0.8 sin t, 180 ​t​ 360
Dashed portion:
2
x x2(t) 5 7 1 5 cos(t ​180°),
2 y2(t) 5 2 1 0.8 sin(t  180°),
180 ​t​ 360 See pages 1014–1015 for answers to
Problems R3g and C1–C3.

Section 7-7: Chapter Review and Test 383

Problem Notes (continued) Chapter Test
T1. cos2 x 1 sin2 x 5 1 Part 1: No calculators allowed (T1–T8) T14. Find another angle between 0° and 360° whose
sin x
T2. tan x 5 _____ cosine is 0.6. Show it on the uv-coordinate
cos x T1. Write the Pythagorean property for cosine
and sine. system in Problem T13.
1
T3. cot x 5 _____
tan x T2. Write a quotient property involving cosine T15. Write the general solution of the inverse
1 trigonometric relation V  arccos 0.6. Show
T4. sec x 5 _____
cos x
and sine.
how you can use the  sign to simplify writing
T3. Write the reciprocal property for cotangent. this solution.
T5.  5 30 1 360n or 150 1 360n
T4. Write the reciprocal property for secant. T16. Find the fifth positive value of V for which
T6. x 5 __ 1 n
3 T5. The value of sin 1 0.5 is 30°. Write the general cos V  0.6. How many revolutions, n, are
T7. Both y 5 cos21 x and y 5 sin21 x solution for V  arcsin 0.5. needed to get to that value of V in the
__ uv-coordinate system?
must be functions, centrally located T6. The value of tan 1 q3 is __
Q
3__
. Write the general
near the origin, and continuous on their solution for x  arctan q3 . T17. Find algebraically the general solution of
domains. T7. Explain why the range of y  cos 1 x is [0, Q] 4 tan(V  25°)  7
h Q Qi
1__ but the range of y  sin 1 x is __ __ . T18. Write parametric equations for the ellipse in
T8. ____ 2
, 2
—
 5 Figure 7-7f.
T8. Find geometrically the exact value of
T9. (1 1 sin A)(1 2 sin A) 5 1 2 sin2 A cos(tan 1 2). y
5 cos2 A for all real A Part 2: Graphing calculators allowed (T9–T20)
5
T10. tan B 1 cot B 5 _____ sin B 1 _____
cos B T9. Transform (1  sin A)(1  sin A) into
cos B sin B cos 2 A. What values of A are excluded from
x
sin2 B 1 _________
5 _________ cos2 B the domain?

10
5 5 10
sin B cos B sin B cos B T10. Prove that tan B  cot B  csc B sec B is an
sin2 B  cos2 B 5 _________
5​​​_____________ 1 identity. What values of B must be excluded
sin B cos B sin B cos B from the domain?
5

1
5 _____ 1 5 csc B sec B, B  __
_____  n T11. Multiply the numerator and denominator of
sin B  cos B 2 sin C
________
Figure 7-7f

sin C
________ 1 2 cos
________ C 1  cos C T19. Write the parametric equations you use to plot
T11.
1 1 cos C  1 2 cos C by the conjugate of the denominator. Show that y  arctan x (Figure 7-7g).
sin C (1 2 cos C ) the result is equivalent to
5 ___________________ y
(1 1 cos C )(1 2 cos C ) 1  cos C
________
5
sin C (1 2 cos C ) sin C
5 ______________ T12. Plot the graphs of both expressions in Problem x
1 2 cos2 C
10
5 5 10
T11 to confirm that the two expressions are
sin C (1 2 cos C )
5 ______________ equivalent. Sketch the graphs. What values of C
5
sin2 C are excluded from the domain?
Figure 7-7g
1 2 cos C
5 ________ T13. With your calculator in degree mode, find
sin C the value of cos 1 0.6. Show the angle in a T20. What did you learn as a result of this test that
T12. y uv-coordinate system. you did not know before?

1
x
�� �

384 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions
T14.  5306.8698… T17.  5 54.7448... 1 180n
v
C  n T18. x 5 23 1 7 cos t, y 5 2 1 4 sin t,
0  t  2
Students can use the | command to � u
T19. x 5 tan t, y 5 t, 27 ​t  7 (or
solve Problems T13–T17 on a CAS. �2
whatever are the y-limits of your graph)
T13.  553.1301…
T20. Answers will vary.
v

T15.  5 53.1301... 1 360n

� u
T16.  5 773.1301..., roughly
1 revolutions
2 __
7

384 Chapter 7: Trigonometric Function Properties and Identities, and Parametric Functions