11

PRE-CALCULUS
Guided Learning Activity Kit
CIRCULAR FUNCTIONS
Quarter 2- Week 5

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Pre-Calculus – Grade 11
Guided Learning Activity Kit
Circular Functions
Quarter 2- Week 3

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GLAK Development Team

Writer: Arnold T. Ebalane EdD
Editors: Allan E. Carbonell
Ruby F. Jimenez
Reviewers: Godofredo C. Anaque
Jose T. Ajoste
Graphic Artist: Jerson P. Agsi
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Michelle Ablian-Mejica EdD
Manolito B. Basilio EdD
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 CIRCULAR FUNCTIONS

Introduction

Circular trigonometric functions can be applied to situations in

physical, biological, and social sciences involving data that follows a
pattern that is not linear. Many of those patterns are periodic, and can b e
modeled by approximations of sine, cosine, or other functions.

Behavior that can be modeled by sine, cosine, and combinations of

waves occurs in biology, physiology, and other social sciences. Populations
of predators and prey tend to vary with a cyclical change that can be
approximated by sine or cosine functions. The population of predators
increase when more prey are available and decrease when fewer prey are
available, so the populations mirror one another.

This Guided Learning Activity Kit discusses situational problems

involving circular functions.

Learning Competency

Solves situational problems involving circular functions

STEM_PC-IIa-1

Objectives

At the end of this guided learning activity kit, you are expected to:

1. delineate circular functions.

2. solve situational problems involving circular functions.
3. appreciate worded problems involving circular functions.

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 Review

Recall that for a real number x, the point on the unit circle
corresponding to x has coordinates (cos x ,sin x)

GRAPHS OF THE SINE AND COSINE FUNCTIONS

To graph y = a sin bx or y = a cos bx , with b  0, follow these steps.

2𝜋 2𝜋
1. Find the period, 𝑏 Start at 0 on the x-axis, and lay off a distance of 𝑏
2. Divide the interval into 4 equal parts.
3. Evaluate the function for each of the five angle from the x-axis. This
will give the x-intercepts, maximum points, and minimum points.
4. Plot the points found in (3), and join them with a sinusoidal curve
having amplitude a .
5. Draw the graph over additional periods, to the right and to the left, as
needed.

GRAPHS OF COSECANT AND SECANT FUNCTIONS

To graph y = a csc bx or y = a sec bx, with b> 0 , with 0, follow these steps.
1. Graph the corresponding reciprocal function as a guide, using a dashed
curve.
2. Sketch the vertical asymptotes.
3. Sketch the graph of the desired function by drawing the typical U-shaped
branches between the adjacent asymptotes. The branches will be above the
graph of the guide function when the guide function values are positive and
below the graph of the guide function when the guide function values are
negative.

GRAPHS OF TANGENT AND COTANGENT FUNCTIONS

To graph y = a tan bx or y = a cot bx , with b >0, follow these steps:

𝜋
1. Determine the period, 𝑏 To locate two adjacent vertical asymptotes,
solve the following equations for x :
𝜋 𝜋
For y = a tan x: bx = - 2 and bx = 2
For y = a cot x: bx = 0 and bx = 𝜋.
2. Sketch the two vertical asymptotes found in Step 1.
3. Divide the interval formed by the vertical asymptotes into four equal
parts.

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 4. Evaluate the function for the first-quarter point, midpoint, and third-
quarter point, using the x-values found in Step 3.
5. Join the points with a smooth curve, approaching the vertical
asymptotes. Indicate additional asymptotes and periods of the graph as
necessary

Discussion

Simple Harmonic Motion

Repetitive or periodic behavior is common in nature. As an example,

the time-telling device known as sundial is a result of the predictable rising
and setting of the sun every day. It consists of a flat plate and a gnomon. As
the sun moves across the sky, the gnomon casts a shadow on the plate, which
is calibrated to tell the time of the day.

Some motions are also periodic. When a weight is suspended on a

spring, pulled down, and released, the eight oscillates up and down.
Neglecting resistance, this oscillatory motion of the weight will continue on
and on, and its height is periodic with respect to time.

Periodic motions are usually modeled by either sine or cosine functions,

and are called simple harmonic motions. Unimpeded movements of objects
like oscillation, vibration, rotation, and motion due to water waves are real-
life occurrences that behave in simple harmonic motion.

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 Equations of Simple Harmonic Motion

The displacement y (directed height or length) of an object behaving

in a simple harmonic motion with respect to time t is given by one of
the following equations:

𝑦 = 𝑎 𝑠𝑖𝑛 𝑏(𝑡 – 𝑐) + 𝑑

or

𝑦 = 𝑐𝑜𝑠 𝑏(𝑡 – 𝑐) + 𝑑.

In both equations, we have the following information:

1
➢ Amplitude = |𝑎| = 2
(M – m) – the maximum displacement above
and below the rest position or central position or equilibrium,
where M is the maximum height and m is the minimum height.
2𝜋
➢ Period = - the time required to complete one cycle (from ne
|𝑏|
highest or lowest point to the next).
|𝑏|
➢ Frequency = – the number of cycles per unit of time.
2𝜋
➢ C – responsible for the horizontal shift in time
➢ D – responsible for the vertical shift in displacement.

Example:

1. A weight is suspended from a spring and is moving up and down in

a simple harmonic motion. At start, the weight is pulled down 5 cm
below the resting position, and then released. After 8 seconds, the
weight reaches its highest location for the first time. Find the
equation of the motion.

Solution:

We are given that the weight is located at its lowest position at 𝑡 =

0; that is, 𝑦 = −5 when 𝑡 = 0. Therefore, the equation is 𝑦 =
−5 𝑐𝑜𝑠 𝑏𝑡.

Because it took the weight 8 seconds from the lowest point to its
immediate highest point, half the period is 8 seconds.

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 1 2𝜋 𝜋 𝜋𝑡
. =8 → b= → 𝑦 = −5 𝑐𝑜𝑠
2 𝑏 8 8

2. Suppose you ride a Ferris wheel. The lowest point of the wheel is 3
meters off the ground, and its diameter is 20 m. after it started, the
Ferris wheel revolves at a constant speed, and it takes 32 seconds
to bring you back again to the riding point. After riding for 150
seconds, find your approximate height above the ground.

Solution:

We ignore first the fixed value of 3 m off the ground, and assume
that the central position passes through the center of the wheel and
is parallel to the ground.

Let t be the time (in seconds) elapsed that you have been riding the
Ferris wheel, and y is he directed distance of your location with
respect to the assumed central position at time t. because y = -10
when t = 0, the appropriate model is y = -10 cos bt for t ≥ 0

Given that the Ferris wheel takes 32 seconds to move from the
lowest point to the next, the period is 32.

2𝜋 𝜋 𝜋𝑡
= 32 → b= → y = -10 cos
𝑏 16 16

150𝜋
When t = 150, we get y = 10 cos 16
≈ 3.83

Bringing back the original condition given in the problem that the
riding point is 3 m off the ground, after riding for 150 seconds, you
are approximately located 3.83 + 13 = 16.83 m off the ground.

In the last example, the central position or equilibrium may be

vertically shifted from the ground or sea level (the role of the
constant d). In the same way, the starting point may also be
horizontally shifted (the role of the constant c). Moreover, to find the
function that describes a particular simple harmonic motion, we can
either choose

𝑦 = 𝑎 𝑠𝑖𝑛 𝑏(𝑡 – 𝑐) + 𝑑
or
𝑦 = 𝑎 𝑐𝑜𝑠 𝑏(𝑡 – 𝑐) + 𝑑,

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 and determine the appropriate values of a, b, c and d. In fact, we
can assume that a and b are positive numbers, and c is the smallest
such nonnegative number.

3. A signal bouy in Laguna Bay bobs up and down with the height h of
its transmitter (in feet) above sea level modeled by h(t) = a sin bt + d
at time t (in seconds). During a small squall, its height varies from
1 ft to 9 ft above sea level, and it takes 3.5 seconds from one 9-ft
height to the next. Find the values of the constants a, b, and d.

Solution:

We solve the constants step by step.

➢ The minimum and maximum values of h(t) are 1 ft and 9 ft,
1 1
respectively. Thus, the amplitude is a = (M – m) = (9 – 1) =
2 2
4.
➢ Because it takes 3.5 seconds from one 9-ft height to the next,
2𝜋 4𝜋
the period is 3.5. Thus, we have 𝑏 = 3.5, which gives b = 7 .
➢ Because the lowest point is 1 ft above the sea level and the
amplitude is 4 it follows that d = 5.

4. A variable star is a star whose brightness fluctuates as observed

from Earth. The magnitude of visual brightness of one variable star
ranges from 2.0 to 10.1, and it takes 332 days to observe one
maximum brightness to the next. Assuming that the visual
brightness of the star can be modeled by the equation y = a sin b(t –
c) + d, t in days, and putting t = 0 at a time when the star is at its
maximum brightness, find the constants a, b, c, and d, where a, b
> 0 and c the least nonnegative number possible.

Solution:
𝑀−𝑚 10.1−2.0
a= = = 4.05
2 2

2𝜋 𝜋
= 332 → b =
𝑏 166

d = a + m = 4.05 + 2.0 = 6.05

For the (ordinary) sine function to start at the highest point at t =0,
the least possible horizontal movement to the right (positive value)
3𝜋
is 2 units.

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 3𝜋 3𝜋 3𝜋
bc = → c= = 𝜋 = 249
2 2𝑏 2.
166

5. The path of a fast-moving particle traces a circle with equation

(x + 7)2 + (y – 5)2 = 36. It starts at point (-1, 5), moves clockwise, and
passes the point (-7,11) for the first time after traveling 6
microseconds. Where is the particle after traveling 15 microseconds?

Solution:

As described above, we may choose sine or cosine function. Here,

we choose the sine function to describe both x and y in terms of time
t in microseconds, that is, we let

𝑥 = 𝑎 𝑠𝑖𝑛 𝑏(𝑡 – 𝑐) + 𝑑 and 𝑦 = 𝑒 𝑠𝑖𝑛 𝑓(𝑡 – 𝑔) + ℎ,

where we appropriately choose the positive values for a, b, e, and f,
and the least nonnegative values for c and g.

The given circle has a radius 6 and center (-7,5). Defining the central
position of the values of x as the line x = -7 and that of the values of
y as the line y = 5 we get a = e = 6, d = -7, and h = 5

From the point (-1,5) to the point (-7,11) (moving clockwise), the
particle has traveled three-fourths of the complete cycle; that is,
three-fourths of the period must be 2.

3 2𝜋 3 2𝜋 𝜋
. = . =6 → b=f=
4 𝑏 4 𝑓 4

As the particle starts at (-1,5) and moves clockwise, the values of x

start at its highest value (x = -1) and move downward toward its
central position (x = -7) and continue to its lowest value (x = -13).
3𝜋
Therefore, the graph of a sin bt + d has to move 2𝑏 = 6 units to the
right, and so we get c = 6.

As to the value of g, we observe the values of y start at its central

position (y =5) and go downward to its lowest value (y = -1). Similar
to the argument used in determining c, the graph of y = e sin ft + h
𝜋
has to move 𝑏 = 4 units to the right, implying that g = 4.

Hence, we have the following equations of x and y in terms of t:

𝜋 𝜋
X = 6 sin 4 (t – 6) – 7 and y = 6 sin 4 (t – 4) + 5.

When t = 15, we get

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 𝜋
x = 6 sin (15 - 6) – 7 = -7 + 3√2 ≈ -2.76
4
and
𝜋
y = 6 sin (15 - 4) + 5 = 5 + 3√2 ≈ 9.24.
4

That is, after traveling for 15 microseconds, the particle is located

near the point (-2.76, 9.24)

Activities

Guided Practice 1

Directions: Solve the following problems. Show your pertinent solutions on

your paper.

1. A weight is suspended from a spring and is moving up and down in

a simple harmonic motion. At start, the weight is pushed up 6 cm above
the resting position, and then released. After 14 seconds, the weight
reaches again to its highest position. Find the equation of the motion,
and locate the weight with respect to the resting position after seconds
since it was released.

2. Suppose the lowest point of a Ferris wheel is 1.5 meters off the
ground, and its radius is 15 m. It makes one complete revolution every
30 seconds. Starting at the lowest point, find a cosine function that
gives the height above the ground of a riding child in terms of the time
t in seconds.

3. A mass suspended from a spring. The spring is compressed a

distance of 4 cm and then released. It is observed that the mass returns
1
to the compressed position after 3 s.
a. Find a function that models the displacement of the mass.
b. Sketch the graph of the displacement of the mass.

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Guided Practice 2

Directions: Solve the following problems. Show your pertinent solutions on

your paper.

1. A point P moving in a simple harmonic motion makes 10

complete revolutions every 1 second. The amplitude of the motion is
3 m. Assuming that P is at its minimum displacement with respect
to the equilibrium when t = 0 and there is a vertical shift of 2 m
downward, find a sine function that describes the path traced by P
in terms of time t.

2. The path of a fast-moving particle (assuming constant speed)

traces a circle with equation (x – 3)2 + ( y – 4)2 = 25. It starts at point
(3, -1), moves counterclockwise, and passes the point (8, 4) for the
first time after traveling 7 microseconds. Where is the particle after
traveling for 20 microseconds?

3. A wooden ball is tied on a string 30 cm long, and is oscillating

like a pendulum. See figure below. It is initially pulled back at 90 0
angle with the vertical, and is released with a push so that the ball
reaches its maximum height back and forth. If it reaches its
maximum height again after 3 seconds, find its height 10 seconds
after it was released.

Hint. The height h(t) (in cm) of the ball at time t (in seconds) is given
𝜋 3
by h(t) = |30 sin 3 (𝑡 − 2 )| + 12.

Independent Practice

Directions: Solve the following problems. Show your pertinent solutions on

your paper.

1. The displacement of a mass suspended by a spring is modeled by the

function y= 10 sin 4𝜋t where y is measured in inches and t in seconds
(see figure 1 below)

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 a. Find the amplitude, period and frequency of the motion of the mass.
b. Sketch a graph of the displacement of the mass.

2. A saxophone player plays the note E and sustains the sound for some
time. For a pure E the variation in pressure from normal air pressure
is given by V(t) = 0.2 sin 80𝜋t where V is measured in pounds per square
inch and t is measured in seconds.

a. Find the amplitude, period, and frequency of V.

b. If the player increases the loudness of the note, how does the
equation for V change?
c. If the player is playing the note incorrectly and it is a little flat, how
does the equation for V change?

3. A variable star is one whose brightness alternately increases and

decreases. For the variable star Delta Cephei the time between periods
of maximum brightness is 5.4 days. The average brightness (or
magnitude) of the star is 4.0, and its brightness varies by ±0.35
magnitude.

a. Find the function that models the brightness of Delta Cephei as a

function of time.
b. Sketch a graph of the brightness of Delta Cephei as a function of
time.

Assessment

Directions: Answer the following problems involving harmonic motion. Write

your answers on your paper.

1. For an object in simple harmonic motion with amplitude a and period

2𝜋
, find an equation that models the displacement y at time t if
𝜔

a. y = 0 at time t = 0: y = __________.
b. y = a at time t = 0: y = __________.

2. For an object in damped harmonic motion with initial amplitude a,

2𝜋
period 𝜔 , and damping constant c, find an equation that models the
displacement y at time t if

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 a. y = 0 at time t = 0: y = __________.
b. y = a at time t = 0: y = __________.

3. (a) For an object in harmonic motion modeled by y = A sin(kt – b) the

amplitude is _________, the period is _________, and the phase is
_________. To find the horizontal shift, we factor out k to get y =
__________. From this form of the equation we see that the horizontal
shift is __________.
(b) For an object in harmonic motion modeled by y = 5 sin (4t – ) the
amplitude is __________, the period is __________, the phase is
__________, and the horizontal shift is __________.

4. Objects A and B are in harmonic motion modeled by y = 3 sin (2t – 𝜋)

𝜋
and y = 3 sin (2t - 2 ). The phase of A is __________, and the phase of B
is __________. The phase difference is __________, so the objects are
moving __________ (in phase/out of phase).

Reflection

A. Directions: Perform the guide questions given below. Write your

answer on your paper.

Guide Questions:

1. How do you apply circular function in real life situation? Justify your
answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

2. How do you solve situational problems involving circular functions?

Give some tips in solving worded problems related to harmonic motion.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

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 References

Ascano, J.P., Olofernes, A.D., Martin Jr., J.L., and Tolentino, M.C. (2016).
Pre-Calculus Learner’s Material. Department of Education -Bureau of
Learning Resources (DepEd-BLR). Sunshine Interlinks Publishing
House, Inc.3F Maine City Tower, 236 Tomas Morato Avenue, Brgy.
South Triangle, Quezon City

Concepcion, M.A., Mutuc, S.B., Sacluti, J.R.,De Las Peñas, M.N. and Limjap,
A.A. (2007). Advanced Algebra, Trigonometry and Statistics Fourth Year
High School Phoenix Publishing House, INC. 927 Quezon Ave., Quezon
City

Landicho, E.D.C. (2001).MSA Trigonometry. MSA Publishing House. 341

Katipunan Avenue, Loyola Heights, Quezon City, Philippines.

Oronce, O.A., Mendoza, M.O. (2007). E-math Advanced Algebra and

Trigonometry.Rex Printing Company, Inc. 84-86 P. Florentino St.,Sta.
Mesa Heights, Quezon City

Stewart, J., Redlin, L., and Watson, S. (2016). Precalculus Mathematics for
Calculus Seventh Edition.

Webliography

Math Review of Application of Circular Functions. Retrieved from:

https://schooltutoring.com/help/math-review-of-applications-of-
circular-
functions/#:~:text=Circular%20trigonometric%20functions%20can%2
0be,%2C%20cosine%2C%20or%20other%20functions.

Graphs of the Circular Functions. Retrived from:

http://www.physicsservello.com.au/files/Graphing%20circular%20fu
nctions.pdf

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Guided Practice 1
1. y = 6 cos
Independent Practice 𝜋t or y = 6 sin 𝜋 (t + 7 ); about 5.4 cm below the
7 7 2
1. Amplitude = |𝑎| = 10 in. resting positio
1
Period = s
2
𝜋 15
Frequency = 2 cycles per second 2. y = 15 cos (t - ) + 16.5
15 2
graph 3. y = 4 cos 6𝜋t
graph
2. amplitude = 0.2
1
period =
40
frequency = 40
graph
Guided Practice 2
1
1. y = 3 sin 20𝜋 (t - ) -2
40
2. (-1.87, 5.11)
3. 27 cm
3. y = 0.35 cos (1.16t) + 4.0
graph
Assessment
1. (a) a sin 𝜔𝑡
(b) a cos 𝜔𝑡
2. (a) ke-ct sin 𝜔𝑡
3. (b) ke-ct cos 𝜔𝑡
𝜋 𝜋
4. 𝜋, , , out of phase
2 2
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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