Lecture Notes

LECTURE NOTES AND EXERCISES
daniel raies
(0, 1)
√ √
3 3
− 12 , 2
1
2, 2
√ √ √ √
− 22 , 2
2
π
2
2 , 2
2
2
2π π
3 3
√ √
− 23 , 12 3π
90◦
π 3 1
2 , 2
4 4
120◦ 60◦
5π π
6 135◦ 45◦ 6
150◦ 30◦
(−1, 0) (1, 0)
π 180◦ 0◦ ◦
360 2π x
210◦ 330◦
7π 11π
6 225◦ 315◦ 6
√ 240◦ 300◦ √
5π 7π
270◦

− 23 , − 21 4 4
3 1
2 ,−2
4π 5π
3 3
√ √ 3π √ √
− 22 , − 22 2 2
2 ,− 2
2
√ √
− 12 , − 23 1
2,− 2
3
(0, −1)
April 11, 2014 – version 3.1

Written by:
Daniel Raies
Master of Science, Mathematics, The University of Akron

Pre-PhD Student, Mathematics, The University of Oregon
316 Fenton Hall

The University of Oregon
Eugene, Oregon
Points
Have no parts or joints
How then can they combine
To form a line?
— J. A. Lindon [1]
This therefore is Mathematics:
She reminds you of the invisible forms of the soul;
She gives life to her own discoveries;
She awakens the mind and purifies the intellect;
She brings light to our intrinsic ideas;
She abolishes oblivion and ignorance which are ours by birth. . .
— Proclus Lycaeus [2]
ACKNOWLEDGEMENTS
The LATEX formatting used in this document is thanks to a template

written by André Miede and posted on the LaTeX Templates web-
site [6]. Though I edited it quite a bit, the core of the document still
follows that template.
The images in this document were made with the tikz package. Doc-
umentation can be found on the CTAN website [7].
The content and examples in this document are my own but the sub-
ject matter is meant to reflect some of the material covered in Func-
tions Modeling Change: A Preparation for Calculus for the University of
Oregon by Connally et al. [4].
Something needs to be said of my students. I have been using this

document in place of a textbook since the Fall quarter of 2013. My
students have been both patient and helpful.
v
CONTENTS
1 introduction 1
1.1 Readiness Check 3
2 new functions from old functions 5
2.1 Combinations of Functions 6
2.2 Composition of Functions 22
2.3 Inverse Functions 37
2.4 Periodic Functions 61
3 trigonometry in circles and triangles 77
3.1 Basic Geometry 78
3.2 The Sine and Cosine Functions 99
3.3 Special Angles 120
3.4 Graphs of Sine and Cosine 140
3.5 The Tangent Function 160
3.6 Inverse Trig Functions 176
4 trigonometric functions 187
4.1 Radians and Arc Length 188
4.2 Non-right Triangles 205
4.3 Sinusoidal Functions 226
4.4 Trigonometric Equations 250
4.5 Relationships and Graphs 271
5 vectors 283
5.1 Introduction to Vectors 284
5.2 Components of a Vector 304
5.3 The Dot Product 326
5.4 Applications of Vectors 349
5.5 Abstract Vectors 366
Appendix 381
a answers to practice exercises 383
bibliography 389
index 391
vii
1
INTRODUCTION
This course covers an introduction to trigonometry, an introduction

to vectors, and the operations on functions. The University of Oregon
course catalog describes it as follows:
MATH 112 discusses trigonometric functions on the unit

circle and mathematical applications of trigonometric func-
tions. Stress is placed on sine and cosine over other trigono-
metric functions. Other topics include solving right and
non-right triangles, periodic functions, a more thorough
treatment of inverse functions, and vectors from mathe-
matical and physical science perspectives. The course cov-
ers content from chapters 7 through 10 and chapter 12
from College Algebra and Trigonometry for the University of The course catalog
Oregon, by Connally et al. incorrectly lists the
title of the course’s
The course text is a custom edition of Functions Modeling text. It is called
Change: A Preparation for Calculus by Connally et al. [3] Stu- Functions
dents using the national version should know that page Modeling Change:
A Preparation for
numbers will not match up between the national and cus- Calculus for the
tom versions of the text. University of
Oregon [4].
Elementary functions is a calculus preparation course and
as such has a strong algebraic focus. Students should pri-
marily take MATH 112 to fulfill the MATH 246 or MATH MATH 246 and
251 prerequisites, although it does also satisfy two courses MATH 251 are
calculus classes.
of the Bachelor of Science mathematics requirement. Stu-
dents solely seeking credit toward the Bachelor of Science
mathematics requirement should consider MATH 105, 106, MATH 105-107 is
or 107. the “University
Math” series.
Prior to taking this class it is strongly recommended that
students have recently taken a college algebra course such
as MATH 111. Students should expect to take a readiness MATH 111 covers
quiz during the first week of classes to demonstrate pre- the earlier chapters
in Functions
paredness for MATH 112.
Modeling Change:
A Preparation for
The material covered by chapters 7 through 10 and chapter 12 in Calculus.
Connally et al.’s text is what is covered by these notes. Emphasis is
1
2 introduction
different, some things are missing, and we do not always go in the

same order as that text but roughly the same material is covered.
The exercises in the readiness check below are designed to test your
knowledge of the prerequisite material.
1.1 readiness check 3
1.1 readiness check
1.1.1. Find 31 − 27 + 1. Leave your answer in exact 1.1.12. A software manufacturer is developing a
form and simplify your answer. particular computer game. They are doing
√ √ market research to determine at which
1.1.2. Find 50 + 72. Leave your answer in price they should sell this game. They find
exact form and simplify your answer. that if they sell the game for x dollars each
1.1.3. Simplify the expression then their expected profit per month from
1 1
+ x+4 1
+ x+3 . this game’s sales is
x2 +7x+12
P(x) = −10x2 + 700x − 2250 dollars.
1.1.4. Find all values of x such that
a.) At what price should they sell the
x2 + 7x + 1 = 0. Leave your answer in exact
game to maximize their profit?
form.
b.) What is the maximum profit they can
1.1.5. Find all values of x such that make in a month from the sale of this
(x + 2)2 = x2 − 2(x − 8). game?
1.1.6. Find all values of x such that 1.1.13. Three consecutive positive integers are
1 + 9 log(x − 3) = 19. such that twice the smallest integer minus
the largest integer plus the square of the
1.1.7. Let f(x) = x2 − 4x − 11. Find all values of t
middle integer is 153. What are the three
such that f(t) = 10.
integers?
3
1.1.8. Find the equation of a line with slope 2 1.1.14. The graph of f(x) is drawn below. Draw
which goes through the point (2, −1).
the graph of g(x) = 21 f(x + 3) − 4 on the
1.1.9. What is the largest possible domain of the same plot. (Assume that the scale on the axes
x+3
function g(x) = x2 +3x+2 ? Write your is in increments of one.)
answer in interval notation.
y
1.1.10. Find the x-intercepts and y-intercepts of

the function f(x) = x2 − 3x − 10.
1.1.11. Let f(x) = 21 ex − 3. y = f(x)

a.) Find f(3). Round your answer to two
decimal places. x
b.) Find a value x such that f(x) = 2.

Round your answer to two decimal
places.
c.) Graph y = f(x). Label the y-intercept
and f(3).
2
NEW FUNCTIONS FROM OLD
FUNCTIONS
The bulk of MATH 111 covers the definition of a function as well some
important examples of functions including linear functions, polyno-
mials, power functions, exponential functions, and logarithms. This
chapter examines how one can use those functions and combine them
to form new functions. This chapter covers the content of Chapter 10
in College Algebra and Trigonometry for the University of Oregon, by Con-
nally et al. [4]
5
6 new functions from old functions
2.1 combinations of functions

This section corresponds to section 10.3 in Functions Modeling Change [4]
The first example of creating new functions from old functions is

to use arithmetic operations to combine two functions. For example,
the functions f(x) = x3 and g(x) = e−x and in this section we venture
to use them to understand functions like p(x) = x3 + e−x and q(x) =
x3 e−x .
Motivation
The Seahawks organization has done some market research. During

“Revenue” means a home football game their two sources of revenue are ticket sales
income before and purchases inside the stadium such as concessions and souvenirs.
considering costs.
They find that the average ticket price is $65 per person and that
each person spends an average of $42 while in the stadium. Thus if
p people come to the game then the Seahawks organization will see
an average of 65p dollars in revenue from ticket sales and an average
of 42p dollars in revenue from purchases inside of the stadium. Their
total revenue, then, will be 65p + 42p = 107p dollars.
It is valuable to write the above situation in terms of functions.
Consider a function T which describes revenue from ticket sales and
a function C which describes revenue from purchases inside the sta-
dium. All of the revenue expressions above are written in terms of p
so the independent variable for these functions will be the number
of people that attend the game; that is, p will be the input of these
functions. Based on the information above we have that T (p) = 65p
and C(p) = 42p. Now consider a function R which describes the total
revenue on the day of the game as a function of the number of peo-
ple that come to the game. Since the only two sources of revenue are
ticket sales and purchases inside of the stadium it follows that
R(p) = T (p) + C(p) = 65p + 42p = 107p.
This is one example of using arithmetic operations to combine

known functions into new functions.
Theory
Historically, f(x) is We start by introducing some notation. It is likely that, until now,
a new notation. students are accustomed to using single letters to denote functions
Until recently
like f and g. Functions work like machines that input a number and
mathematicians
would write fx or output another number. If f is a function and x is in the domain of f
(x)f instead of f(x). we write f(x) to denote the output corresponding to the input x.
2.1 combinations of functions 7
There is no good reason that functions need to be denoted with

single letters. Mathematicians often use subscripts in their notation.
We may define a function Ft whose outputs look like Ft (x). We could
also use whole words for functions if it were convenient. We often
use the letter f for “function” but instead of writing f(x) we could
just as easily write function(x) so that the function is simply notated
by function instead of f.
Definition 2.1.1 below defines several new functions given known
functions f and g and a real number c. For example, it defines a
function whose name is f + g. That means that the outputs of f + g
will look like (f + g)(x) where x is an input. We put the parentheses
around f + g in the outputs to avoid confusion; when writing f + g(x)
it is unclear as to whether x is an input into g or f + g. Writing it as
(f + g)(x) avoids this confusion. Definition 2.1.1 attempts to define the
function f + g. In order to define a function, one must define outputs
that correspond to inputs. That is, given an input x we must prescribe
the value of (f + g)(x). Keep in mind that f and g are known functions
and f + g is a new function that we are defining.
(2.1.1) Definition . Let f and g be known functions and let

c be a real number.
• Define the function f + g such that (f + g)(x) = f(x) +

g(x) for values of x in the domain of both f and g.
• Define the function fg such that (fg)(x) = (f(x))(g(x))

for values of x in the domain of both f and g.
• Define the function cf such that (cf)(x) = c(f(x)) for

values of x in the domain of f.
• Define the function 1/f such that (1/f)(x) = 1/(f(x)) for

values of x in the domain of f such that f(x) 6= 0.
Definition 2.1.1 should be somewhat intuitive. The notation f + g

suggests that this new function is the sum of the functions f and g
and it turns out that the outputs of f + g are formed by the sum of the
outputs of f and g. Similarly, the outputs of the product of f and g -
written fg - are the product of the outputs of f and g and the outputs
of the reciprocal of f - written 1/f - are the reciprocal of the outputs
of f.
In the notation of Definition 2.1.1, the thing that students often find
the most confusing is the difference between fg and cf. The notation If f is a function and
for these two functions look the same but remember that f and g are we talk about the
function kf then we
functions whereas c is a number. Since c is not a function it makes no
need to have already
sense to write (cf)(x) = (c(x))(f(x)) because there is no way to plug defined k as either a
x into c. Additionally, when we write (cf)(x) = c(f(x)) we mean that function or a
constant.
f(x) is being multiplied by c; we do not mean that the value f(x) is

being plugged into c since c is not a function.
Example 2.1.2 should help clear up some of these definitions.
(2.1.2) Example . Consider the functions f(x) = x2 + 2 and

g(x) = 3x − 1.
a. Evaluate (f + g)(−2).
b. Evaluate (1/f)(3).
c. Find and simplify (fg)(x).
d. Find and simplify (7g)(x).
Solution:
a. According to Definition 2.1.1 we have
(f + g)(−2) = f(−2) + g(−2) = (6) + (−7) = −1.
Answer: (f + g)(−2) = −1
b. Again, according to Definition 2.1.1 we have

1
(1/f)(3) = 1/(f(3)) = 1/(32 + 2) = .
11
1
Answer: (1/f)(3) = 11
c. Here we want to find the outputs of fg for arbitrary

inputs instead of for a specific input. That is, if we want
to find (fg)(x) for inputs x. According to Definition 2.1.1
we have
(fg)(x) = (f(x))(g(x))
= (x2 + 2)(3x − 1)
= 3x3 − x2 + 6x − 2.
Answer: (fg)(x) = 3x3 − x2 + 6x − 2
d. Again, we wish to find (7g)(x) for arbitrary values of

x. Obviously 7 is a real number so 7 is the value of c
in Definition 2.1.1. According to the definition we have
that (7g)(x) = 7(g(x)) for every value of x so that
(7g)(x) = 7(g(x)) = 7(3x − 1) = 21x − 7.
Answer: (7g)(x) = 21x − 7

If we can add and multiply functions it makes sense that we should It is just as easy to
be able to subtract and divide them, as well. Definition 2.1.3 defines define difference and
quotient functions
these functions by appealing to Definition 2.1.1. That is, we already
without the
know how to define (−1)g and we know how to add functions to- definitions of sum
gether so f − g is defined simply as f − g = f + (−1)g. and product
functions; this
choice is arbitrary.
(2.1.3) Definition . Let f and g be known functions.
• Define the function f − g such that f − g = f + (−1)g.

That is, if x is in the domain of both f and g then (f −
g)(x) = f(x) − g(x).
• Define the function f/g such that f/g = (f)(1/g). That is,
if x is in the domain of both f and g and g(x) 6= 0 then
(f/g)(x) = (f(x))/(g(x)).

g(x) = 3x − 1.
a. Evaluate (f/g)(1).
b. Find and simplify (f − g)(x).
Solution:
a. According to Definition 2.1.3 we have
f(1) 12 + 2 3
(f/g)(1) = = = .
g(1) 3(1) − 1 2
3
Answer: (f/g)(1) = 2
b. Again using the definition, we have
(f − g)(x) = f(x) − g(x)

= (x2 + 2) − (3x − 1)
= x2 − 3x + 3.
Answer: (f − g)(x) = x2 − 3x + 3
Each of Definition 2.1.1 and Definition 2.1.3 discuss the domain

of the functions that they define. In each case, the domain of the
function is essentially any input for which the output is well-defined.
For example, consider a function f + g. The outputs of f + g look like
f(x) + g(x) so as long as both f(3) and g(3) are well-defined (that
is, as long as 3 is in the domain of both f and g) then f(3) + g(3) is
well-defined so (f + g)(3) makes sense and 3 is in the domain of f + g.
Thus the domain of f + g is every value of x which is in the domain
of both f and g.
Quotients of functions are a little more complicated. In order for
3 to be in the domain of f/g we need the output of f/g to be well-
defined. If 3 were in the domain of f/g then its output would be
(f(3))/(g(3)). For this value to be well-defined we first need f(3) and
g(3) to be well-defined (that is, 3 needs to be in the domain of f and
g) but we also need the fraction to be well-defined which means that
the denominator cannot be zero. In order for (f(3))/(g(3)) to make
sense mathematically we need f(3) to be defined, g(3) to be defined,
and g(3) to be non-zero. Thus the domain of f/g is every value of x
which is in the domain of both f and g such that g(x) 6= 0.
Some of the more difficult examples of sums and products of func-
tions involve rational functions. These can often be challenging for
students and may require extra practice depending on the student’s
level of previous experience.
1 x+1
(2.1.5) Example . Let f(x) = x2 +3x+2
and let g(x) = x+2 .
a. Find and simplify (f + g)(x).
b. Find and simplify (fg)(x).
c. Find and simplify the function (f/g)(x).
Solution:
a. Observe that
(f + g)(x) = f(x) + g(x)
1 x+1
= 2 +
x + 3x + 2 x + 2
1 x+1
= +
(x + 1)(x + 2) x + 2
1 (x + 1)(x + 1)
= +
(x + 1)(x + 2) (x + 2)(x + 1)
1 + (x2 + 2x + 1)
=
(x + 1)(x + 2)
2
x + 2x + 2
= 2 .
x + 3x + 2
In problems like these, be careful with your algebra and
make sure that you cancel any common factors.
x2 +2x+2
Answer: (f + g)(x) = x2 +3x+2
b. Observe that
(fg)(x) = (f(x))(g(x))

1 x+1
=
(x + 1)(x + 2) x+2
(x + 1)
=
(x + 1)(x + 2)2
1
=
(x + 2)2
1
= 2 .
x + 4x + 4
1
Answer: (fg)(x) = x2 +4x+4
c. Observe that
f(x)
(f/g)(x) =
g(x)

1
(x+1)(x+2)
= x+1

x+2

1 x+2
=
(x + 1)(x + 2) x+1
(x + 2)
=
(x + 1)2 (x + 2)
1
=
(x + 1)2
1
= 2 .
x + 2x + 1
1
Answer: (f/g)(x) = x2 +2x+1
1 1
(2.1.a) Practice Exercise . Let f(x) = x+1 , g(x) = x+3 , and
h(x) = x21−1 .
(i) Find and simplify (f − g)(x).
(ii) Find and simplify (f/h)(x).
The last thing to be discussed in this section is how to combine

functions graphically. Consider the graphs of two functions f and g
shown in Figure 2.1.6. Suppose that we want to draw the graph of
f + g.
5
y = f(x)
4
3
y = g(x)
2
x
-1 1 2 3 4 5 6 7 8 9 10 11
-1
-2
-3
Figure 2.1.6: Two functions to be added together.
For each function f and g in Figure 2.1.6, the height of the function
at an x-value corresponds to the output of the function at that x-value.
In order to graph f + g we need to determine its height at each x-value.
For a particular value of x we know that (f + g)(x) = f(x) + g(x). Well,
f(x) corresponds to the height of the graph of f and g(x) corresponds
to the height of the graph of g. Thus the height of the graph of f + g
at a particular x-value should be the height of the graph of f with the
height of the graph of g added on to it.
This gives us a method to determine points on the graph of f + g.
Consider x = 9. In order to find the height of the graph of f + g when
x = 9 we determine the height of the graph of g when x = 9 and place
it “on top” of the the graph of f when x = 9. Figure 2.1.7 demonstrates
this process. The height of the vertical blue line represents the value
of g(9). It is shown between the x-axis and the graph of g as one
expects and it is also shown starting at the graph of f when x = 9.
The end of this second segment is the value of (f + g)(9) which is
shown as a point in red.
y
6 (9, (f + g)(9))
5
g(9)
y = f(x)
4
3
f(9) y = g(x)
2
1
g(9)
x
-1 1 2 3 4 5 6 7 8 9 10 11
-1
-2
-3
Figure 2.1.7: The point (9, (f + g)(9)) on the graph from Figure 2.1.6.
This process certainly can be repeated. In Figure 2.1.8 the process is

performed at every integer x-value and a pattern emerges that allows
us to sketch the graph of f + g. In practice one should draw in as
many points as needed until it is clear how to sketch the graph of
f + g. Sometimes it only takes a few points to get enough detail to
sketch the graph but at other times it takes several.
Notice in Figure 2.1.8 that the blue vertical line segments are drawn
below the graph of f on the left of x = 5 but are drawn above the
graph of f on the right of x = 5. That is because when x is less than
5 the graph of g is below the x-axis. Since g(x) is a negative number
when x is less than 5 the graph of f + g should be below the graph of
f for those x-values. This is because (f + g)(x) < f(x) when g(x) < 0.
y
7 y = (f + g)(x)
6
5
y = f(x)
4
3
y = g(x)
2
x
-1 1 2 3 4 5 6 7 8 9 10 11
-1
-2
-3
Figure 2.1.8: The graph of the function f + g.
A similar process can allow us to graph products, quotients, and

differences as well. However, in this course students will only be
asked to graph sums of functions.
Applications
As one can imagine, there are several applications of combining func-

tions. We start with a financial application.
Suppose a small company is examining its quarterly reports. It
finds that last quarter they brought in an income of $10,000 from sales
and it had to spend $4000 to make that money. We call that income
of $10,000 their revenue and we call the $4000 that they spent their
cost. Of course, when calculating the amount of money that they ac-
tually earned during the quarter we must subtract the cost from the
revenue. This last amount is called their profit and it is always cal-
culated by subtracting cost from revenue. In this case, the company’s
profit is $6000.
(2.1.9) Example . Vandelay Industries sells tablet PC’s. They

have done some market research and found two different
functions. Their cost function, C, describes their costs in a
given month. In order to sell x tablets in a month they must
spend C(x) dollars where
C(x) = 0.0143x2 + 183x + 156000.
Their demand function, D, describes the price that they need

to charge in order to sell a certain number of tablets. In order
to sell x tablets in a month they must charge D(x) dollars per
tablet where
D(x) = −0.002x + 290.
a. The company’s revenue from selling x tablets in a month

is given by R(x) = xD(x). Find and simplify the revenue
function.
b. The company’s profit from selling x tablets in a month is

given by P = R − C (that is, profit is equal to the revenue
less the cost). Find and simplify the profit function.
c. How many tablets should they sell in a month in or-

der to maximize their profit? How much profit do they
make at that production level? What price do they need
to charge for each tablet in order to sell the optimal
number of tablets?
d. The break-even point is a value n such that if the com-

pany sells fewer than n tablets they will lose money and
if they sell more than n tablets (up to a point) they will
make money. The break-even point, in this case, is the
smallest positive root of the profit function. Find the
break-even point.
Solution:
a. Observe that
R(x) = xD(x) = x(−0.002x + 290) = −0.002x2 + 290x
Answer: R(x) = −0.002x2 + 290x

b. Since P = R − C we have that
P(x) = R(x) − C(x)

= (−0.002x2 + 290x) − (0.0143x2 + 183x + 156000)
= −0.0163x2 + 107x − 156000.
Answer: P(x) = −0.0163x2 + 107x − 156000
c. This question asks us to maximize the profit function.

The profit function is a second degree polynomial and
the maximum of such a polynomial occurs at its vertex.
Recall that the first coordinate of the vertex is found at
b
x = − 2a . In this case we have that
b 107
x=− =− = 3282.21.
2a 2(−0.0163)
The value above is an input for the profit function. That

is, in order to attain the maximum possible profit in a
month the company must sell 3282.21 tablets. The profit
that is attained at that level of production is given by
P(3282.21)
= −0.0163(3282.21)2 + 107(3282.21) − 156000
= 19598.16.
Hence the maximum total profit attainable in a month

is $19,598.16.
The final part of the question asks for the price at which
they must sell tablets in order to sell the optimal num-
ber of tablets. We know that the optimal number of
tablets is 3282.21 and we know that D(3282.21) should
tell us the price they must charge to sell 3282.21 tablets.
Finally,
D(3282.21) = −0.002(3282.21) + 290 = 283.44.
Indeed, each tablet should be sold for $283.44 in order

to sell the optimal number of tablets.
Answer: The company should sell 3282.21 tablets to
maximize their profit. The maximum obtainable profit
is $19,598.16 and they must sell their tablets for $283.44
each to sell the optimal number of tablets.
d. The last question asks us to find the smallest positive

root of the profit function. The roots are found by using
the quadratic formula:
√
−b ± b2 − 4ac
x=
2a
p
−107 ± 1072 − 4(−0.0163)(−15600)
=
2(−0.0163)
= 3282.21 ± 1096.51
It follows that the roots of the profit function occur

when x = 2185.70 and when x = 4378.72. Since we
want the smallest positive root we see that the break-
even point is n = 2185.70
Answer: 2185.70 units
There are many other applications of this type of function construc-

tion. Example 2.1.10 explores one of them.
(2.1.10) Example . A small university sells parking permits

to its students. The parking office classifies the students in
two categories: “residents” are those students who live on
(or near) campus and “commuters” are those students who
live far from the university and travel to campus every day.
The functions R and C describe the number of each type of
student. That is, if t is the number of years after the year 2000
then R(t) is the number of residents attending the university
that year and C(t) is the number of commuters attending the
university that year. The university estimates that
R(t) = 500 + 40t and C(t) = 3000(1.02)t .
The university also estimates that 40 % of residents will need

parking permits whereas 90 % of commuters will need park-
ing permits. Find a function, P, which describes the total num-
ber of parking permits that the university should expect to
sell. That is, if t is the number of years after the year 2000
then P(t) should be the approximate number of parking per-
mits that the university will sell in that year.
Solution:
The function R tells us the number of residents at the uni-
versity. Since 40 % of them need parking permits, the function
0.4R describes the number of permits that residents will need.
Similarly, since 90 % of the commuters need parking permits,

the function 0.9C describes the number of permits that com-
muters will need. The total number of permits is then simply
the sum of the number of permits from each group. Thus
P = 0.4R + 0.9C and
P(t) = 0.4(500 + 40t) + 0.9(3000(1.02)t )

= 200 + 16t + 2700(1.02)t .
Answer: P(t) = 200 + 16t + 2700(1.02)t
(2.1.b) Practice Exercise . Ken is mowing his lawn. Ken’s

lawn is rectangular and when Ken mows it he starts in the
center and mows outward so that as he continues to mow,
the space that has already been mowed is a rectangle which
is increasing in size. Ken’s wife is watching him mow and as
she watches she keeps track of his progress. She finds that t
minutes after he started mowing, the length of the space that
he’s mowed is L(t) feet and the width of the space that he’s
already mowed is W(t) feet where
L(t) = 7t1/3 and W(t) = 3t2/3 .
(i) Find a function A such that t minutes after Ken started

mowing, the area of the space that he’s already mowed
is A(t) square feet.
(ii) Ken’s entire yard has an area of 567 ft2 . How long does
it take him to mow the entire yard?
(iii) Find the dimensions (the length and the width) of Ken’s
yard. Hint: Use the functions for length and width.
Homework Assignment
2.1.1. Imagine two functions, p and q, such that a.) Find and simplify (f − g)(x).
the domain of p is (−∞, 0) ∪ (0, ∞) and the b.) Find and simplify (g/f)(x).
domain of q is (−∞, 2) ∪ (2, ∞). What is
the domain of p + q? 2.1.10. Consider the following functions:
1
2.1.2. Let f(x) = x2 +6x+5 , let g(x) = x + 5, and let f(x) = 1 − x2
1
h(x) = x+1 . x2 − x − 12
h(x) =
a.) Find (f + h) (x). x2 + 7x + 10
b.) Find (fg) (x). p(x) = x + 5
q(x) = x − 4
c.) Find (f/h) (x).
1
1 1 r(x) =
2.1.3. Let f(x) = 2x−1 , let g(x) = x−1 , and let x+3
h(x) = 3− 5x. Find and simplify

f
Find and simplify the following:
g + 2h (x).
a.) (f + pq) (x)
2.1.4. Let f(x) = x21−1 , let g(x) = x+1
x

, and let b.) hr q (x)
h(x) = 3x + 1. Find and simplify fh + g.
c.) (ph) (x)
1 1
2.1.5. Let f(x) = x+2 , let g(x) = x2 +x−2 , and let p(x)−2
d.) h(x)
h(x) = x. Find and simplify gh − f.
x+3 1
2.1.11. The functions f and g are graphed below.
2.1.6. Let f(x) = x−1 , let g(x) = x2 −x−12 , and let
Sketch the graph of f + g. (Assume that f
1
h(x) = x−4 . Find and simplify the function has a vertical asymptote at x = 0.)
(fg + h) (x).
y
x
2.1.7. Let f(x) = x+3 , let g(x) = x2 + 4x + 3, and
3
let h(x) = x + 1.
g
a.) Find and simplify f + h (x). 2 y = g(x)
b.) Find and simplify (fg − h) (x). 1
2
2.1.8. Let f(x) = xx2 +5x+4
+x−6
, let g(x) = 1 y = f(x)
x+1 , and let x
1 1 2 3 4
h(x) = x−2 .
-1
a.) Find and simplify (fh) (x).
-2
b.) Find and simplify (f/g) (x).
c.) Find and simplify (f + g) (x). -3
g
d.) Find and simplify f + h (x).
2.1.12. The functions f and g are graphed below.
2.1.9. Define functions f and g such that
Sketch the graph of f + g.
x
f(x) = and
x−3
12
g(x) = 2 .
x − 2x − 3
y y
3 3
2 2 y = f(x)
y = g(x)
1 1 y = g(x)
y =x f(x) x
1 2 3 4 1 2 3 4
-1 -1
-2 -2
-3 -3
2.1.13. The functions f and g are graphed below. 2.1.15. A friend of mine knits and sells blankets.
Sketch the graph of f + g. After doing some market research she
found a demand function, D. That is, if she
y
charges x dollars for each blanket then she
2 will be able to sell D(x) blankets in a
month where D(x) = 25 − x/2. In such a
1 y = g(x) month her costs are given by
y =x f(x) C(x) = 150 − 2x when she charges x dollars
1 2 3 4
for each blanket.
-1
a.) The revenue function R is defined
-2 such that R(x) = xD(x). Find and
simplify the revenue function.
b.) Find and simplify the the profit
2.1.14. The functions f and g are graphed below. function, P. Hint: How do we find profit
Sketch the graph of f + g. from cost and revenue?
c.) How much should she charge for each
blanket to maximize her profit? Hint:
How do we find the highest point on a
quadratic polynomial?
d.) What is the maximum profit that she
can make in a month? Hint: What is
the profit that she earns if she charges the
price determined in part (c)?
Challenge Problems
(2.1.c1) Challenge Problem . The graphs of two functions, y =

f(x) and y = g(x), are shown below.
4
y = f(x)
y = g(x)
1
x
-5 -4 -3 -2 -1 1 2 3 4 5
a. Sketch the graph of y = (f + g)(x).
b. Sketch the graph of y = (f − g)(x).
c. Sketch the graph of y = (fg)(x). Briefly justify your answer.
d. Sketch the graph of y = (f/g)(x). Briefly justify your answer.
Hint: Be sure to investigate carefully what happens to each of these graphs

when x is an even integer or an odd integer.
(2.1.c2) Challenge Problem . Consider the following two piece-

wise functions:
 

1 
 − 1 x if x < 0


if x < −2 
 3
f(x) = x2 if − 2 6 x 6 2 g(x) = 5 if 0 6 x 6 2

 


 
 1
1 − x if x > 2 x−2 if x > 2
a. Find and simplify (f + g)(x).
b. Find and simplify (fg)(x).
Hint: Both answers should be piecewise functions. Graphing f and g may be

helpful for some people.
(2.1.c3) Challenge Problem . The population of the fictional city

of Kakariko is growing rapidly and its government is examining the
local economy. A city planner has developed a model for its popula-
tion. If t is the number of years after 2010 then P(t) is the projected
population of the city where
P(t) = 12000e0.035t .
The city’s financial director has a model for the number of jobs that
the city can support. If t is the number of years after 2010 then the
financial director expects there to be J(t) jobs available within the city
limits where
J(t) = 10t2 − 10t + 13000.
These models are predicted to be reasonable approximations through
the year 2030.
a. At any given moment, approximately 75 % of the city’s popu-

lation is employable and expects to have a job within the city’s
limits. Find a function E such that t years after 2010, E(t) is the
number of Kakariko residents that expect to have a job in the
city.
b. One measurement of Kakariko’s economy is the number of sur-

plus jobs in the city. Let S(t) be the number of jobs in Kakariko
that cannot be filled by Kakariko’s citizens t years after 2010.
That is, t years after 2010 there should be S(t) more jobs than
employable citizens. Find a formula for S(t).
c. Sketch a graph of y = S(t). Make sure to use an appropriate

domain.
d. Use a calculator or some other type of software to find any roots

of S. Explain what these roots mean to the city of Kakariko.
2.2 composition of functions

Section 2.1 describes how to use arithmetic to create new functions

by combining the outputs of old functions. Functions are like ma-
chines which input a number and then output another number. This
section describes how to create a new function by using two functions
consecutively.
Motivation
Imagine two machines. The first machine will process truffula trees
“Truffula trees” into thneeds and the second machine processes thneeds into socks.
grow in the universe Now imagine that you have truffula trees but you need socks. There
of The Lorax [5]
isn’t a machine available that will proccess your truffula trees into
and are used to make
a type of cloth called socks, but that doesn’t mean you can’t make socks. If you put the
“thneeds” (which truffula trees into the first machine you will have thneeds. If you then
everyone needs). put the thneeds into the second machine you will get the socks that
you wanted.
The preposterous example above is the rough idea behind function
composition. Functions are analogous to machines; a function inputs
certain values and outputs values which correspond to the input. A
toy store is developing a new toy and they find a cost function for
this toy in terms of the number of toys sold and produced. That is, if
they want to sell n of these toys then it will cost the company C(n)
dollars to produce them. Then the function C is a machine which
inputs a number, n, and outputs the cost required to produce n toys.
A convenient visual representation for the function C uses boxes and
arrows as in Figure 2.2.1
Toys C Production
Produced Cost
Figure 2.2.1: A visual representation of the cost function, C.
The left-to-right arrow in the diagram signifies that the function C

inputs things in the box on the left and outputs things in the box on
the right.
Now consider a demand function, D, which describes the number
Remember that the of toys they can sell in terms of the price for which they sell each toy.
price for which they That is, if the company sells the toys for p dollars each then they will
sell each toy is called
be able to sell D(p) toys. A visualization of this demand function is
the “unit price.”
shown in Figure 2.2.2.
Suppose that you’re working for this company and your job is to
analyze cost as a function of price. What you need is a function, K,
2.2 composition of functions 23
Unit D Toys
Price Produced
Figure 2.2.2: A visual representation of the demand function, D.
which inputs the unit price of the toy and outputs the production cost.
You have a function which inputs the unit price and you have another
function which outputs the production cost but neither function does
both. In Figure 2.2.3, C and D are the functions that you already have
and K is the function that you want.
Unit D Toys C Production

Price Produced Cost
Figure 2.2.3: A visual representation of the functions C, D, and K.
In the same way that we were (theoretically) able to make socks

out of truffula trees, we can make the function K. If we start with a
unit price, p, we want to find the production cost. The domain of D
is unit price and D(p) tells us the number of toys the company can
sell at a unit price of p dollars. Fortunately the domain of C is the
number of toys that they sell so C(D(p)) should be the production
cost of selling D(p) toys. If we define K(p) = C(D(p)) then K(p) is
the cost of producing toys at a unit price of p dollars. This is exactly
what we needed K to be.
The construction of the function K above is an example of function
composition which is the focus of this section.
Theory
We start with a definition.
(2.2.4) Definition . Let f and g be real functions. Define the

function f ◦ g such that
(f ◦ g)(x) = f(g(x))
for all values of x such that x is in the domain of g and g(x) is

in the domain of f. The process of forming the function f ◦ g
from the functions f and g is called function composition.
It is straightforward to compute the outputs of composition func-

tions from the definition.

g(x) = 2x − 2. Compute (f ◦ g)(3).
Solution:
From Definition 2.2.4 we have that
(f ◦ g)(3) = f(g(3)).
First, g(3) = 2(3) − 2 = 6 − 2 = 4. Thus
(f ◦ g)(3) = f(g(3)) = f(4).
Then f(4) = 42 + 1 = 16 + 1 = 17 so that
(f ◦ g)(3) = f(g(3)) = f(4) = 17.
Answer: (f ◦ g)(3) = 17
Be mindful of the difference between f ◦ g and g ◦ f. That is,
(f ◦ g)(x) = f(g(x)) and (g ◦ f)(x) = g(f(x)).
Note that to compute (f ◦ g)(x) we first plug x into g and then plug
g(x) into f but to compute (g ◦ f)(x) we first plug x into f and then
plug f(x) into g. To help remember this difference, the notation f ◦ g is
The language of “f sometimes read as “f after g” since computing (f ◦ g)(x) requires us to
after g” is not plug g(x) into f after we plug x into g. This difference is highlighted
standard. Not all
in Example 2.2.6.
mathematicians use
it.
g(x) = 2x − 2. Compute (g ◦ f)(3).
Solution:
From Definition 2.2.4 we have
(g ◦ f)(3) = g(f(3)) = g(32 + 1) = g(10) = 2(10) − 2 = 18.
Remember from Example 2.2.5 that (f ◦ g)(3) = 17.

Answer: (g ◦ f)(3) = 18
In addition to performing computations we need to be able to find

and simplify outputs for arbitrary inputs. Before doing that, though,
let us recall how we input variables and expressions into functions.
(2.2.7) Example . Let f(x) = x2 − 2x + 3.
a. Compute f(4).
b. Find and simplify f(t + 3).
c. Find and simplify f(x2 − 1).
Solution:
a. As expected, f(4) = 42 − 2(4) + 3 = 16 − 8 + 3 = 11.

Answer: f(4) = 11
b. To find f(t + 3) we replace every occurrence of x with

the expression t + 3 and then simplify.
f(t + 3) = (t + 3)2 − 2(t + 3) + 3

= t2 + 6t + 9 − 2t − 6 + 3
= t2 + 4t + 6.
Answer: f(t + 3) = t2 + 4t + 6
c. Again, to find f(x2 − 1) we replace every occurrence of

x with x2 − 1.
f(x2 − 1) = (x2 − 1)2 − 2(x2 − 1) + 3

= x4 − 2x2 + 1 − 2x2 + 2 + 3
= x4 − 4x2 + 6.
Answer: f(x2 − 1) = x4 − 4x2 + 6
Now that we remember how to plug expression into functions, find-

ing and simplifying composition functions is straightforward.
(2.2.8) Example . Let f(x) = x2 − 2x + 3 and let g(x) = x2 −

1.
a. Compute (f ◦ g)(1).
b. Find and simplify (f ◦ g)(x).
c. Compute (f ◦ g)(0).
Solution:
a. From the definition, (f ◦ g)(1) = f(g(1)). We first plug 1

into g and see that g(1) = 0. We then plug g(1) = 0 into
f and see that f(0) = 3. It follows that
(f ◦ g)(1) = f(g(1)) = f(0) = 3.
Answer: (f ◦ g)(1) = 3
b. Following a similar process, in order to find (f ◦ g)(x)

we first plug x into g and see that g(x) = x2 − 1. We
then plug g(x) = x2 − 1 into f to obtain
(f ◦ g)(x) = f(g(x)) = f(x2 − 1).
We can then simplify f(x2 − 1) using the same process

as in Example 2.2.7.
(f ◦ g)(x) = f(x2 − 1)
= (x2 − 1)2 − 2(x2 − 1) + 3
= x4 − 2x2 + 1 − 2x2 + 2 + 3
= x4 − 4x2 + 6.
Answer: (f ◦ g)(x) = x4 − 4x2 + 6
c. It would be simple to compute (f ◦ g)(0) in the same

way that we computed (f ◦ g)(1). However, we found an
equation for f ◦ g for arbitrary inputs which makes the
computation a little easier this time.
(f ◦ g)(0) = (0)4 − 4(0)2 + 6 = 6.
Answer: (f ◦ g)(0) = 6
Example 2.2.9 demonstrates a more complicated example.
x+1
(2.2.9) Example . Let f(x) = 2x + 3 and let g(x) = x−4 .
a. Find and simplify (f ◦ f)(x).
b. Find and simplify (g ◦ f)(x).
c. Find and simplify (f ◦ g)(x).

Solution:
a. From Definition 2.2.4 we have that (f ◦ f)(x) = f(f(x)).

That is we first plug x into f and we plug the output
again into f.
(f ◦ f)(x) = f(f(x)) = f(2x + 3)

= 2(2x + 3) + 3 = 4x + 6 + 3 = 4x + 9
Answer: (f ◦ f)(x) = 4x + 9
b. Observe that
(g ◦ f)(x) = g(f(x))
= g(2x + 3)
(2x + 3) + 1
=
(2x + 3) − 4
2x + 4
= .
2x − 1
2x+4
Answer: (g ◦ f)(x) = 2x−1
c. Observe that
(f ◦ g)(x) = f(g(x))

x+1
=f
x−4

x+1
=2 +3
x−4
2(x + 1) 3(x − 4)
= +
x−4 x−4
2x + 2 + 3x − 12
=
x−4
5x − 10
=
x−4
5x−10
Answer: (f ◦ g)(x) = x−4
(2.2.a) Practice Exercise . Let f(x) = 3x − 2, let g(x) =

x2 + 1, and let h(x) = x+1
x−1 .
(i) Find and simplify (g ◦ f)(x).
(ii) Find and simplify (h ◦ g)(x).

Remember that an equation is not the only way to present a func-

tion. Example 2.2.11 and Example 2.2.10 below explore composition
of functions presented by a table and by a graph. Of course, the def-
inition of function composition doesn’t change in this case; only the
execution of the computations changes.
(2.2.10) Example . The functions f and g are defined in the

table below. Fill in the rest of the table.
x 0 1 2 3 4 5
f(x) 2 5 0 4 3 1
g(x) 0 4 1 2 3 5
(f ◦ g)(x)
(g ◦ f)(x)
(f ◦ f)(x)
Solution:
Let’s start by calculating (f ◦ g)(0). We know that (f ◦ g)(0) =
f(g(0)). From the table we know that g(0) = 0 and we know
that f(0) = 2. Hence
(f ◦ g)(0) = f(g(0)) = f(0) = 2.
The computations for the entries when x = 0 and x = 1 are

shown below and the complete table is shown in the end. You
can verify the rest of the entries for yourself. We can compute
the rest of the entries similarly:
(f ◦ g)(1) = f(g(1)) = f(4) = 3

(g ◦ f)(0) = g(f(0)) = g(2) = 1
(g ◦ f)(1) = g(f(1)) = g(5) = 5
(f ◦ f)(0) = f(f(0)) = f(2) = 0
(f ◦ f)(1) = f(f(1)) = f(5) = 1
Answer: In the table below:
x 0 1 2 3 4 5
f(x) 2 5 0 4 3 1
g(x) 0 4 1 2 3 5
(f ◦ g)(x) 2 3 5 0 4 1
(g ◦ f)(x) 1 5 0 3 2 4
(f ◦ f)(x) 0 1 2 3 4 5
(2.2.11) Example . The graphs of y = h(x) and y = r(x) are

shown below.
y
6
y = r(x)
5
x
-1 1 2y = 3h(x)4 5 6
-1
a. Find (h ◦ r)(1).
b. Find (h ◦ r)(2).
c. Find (h ◦ r)(3).
d. Find (r ◦ h)(0).
e. Find (r ◦ h)(5).
f. Find (h ◦ h)(4).
Solution:
a. From the definition, (h ◦ r)(1) = h(r(1)). From the graph
of y = r(x) we see that r(1) = 5 so that (h ◦ r)(1) = h(5).
From the graph of y = h(x) we see that h(5) = 2. Hence
(h ◦ r)(1) = h(r(1)) = h(5) = 2. We can solve the rest of
these similarly.
Answer: (h ◦ r)(1) = 2
b. (h ◦ r)(2) = h(r(2)) = h(5) = 2
Answer: (h ◦ r)(2) = 2
c. (h ◦ r)(3) = h(r(3)) = h(5) = 2
Answer: (h ◦ r)(3) = 2
d. (r ◦ h)(0) = r(h(0)) = r(2) = 5
Answer: (r ◦ h)(0) = 5
e. (r ◦ h)(5) = r(h(5)) = r(2) = 5
Answer: (r ◦ h)(5) = 5
f. (h ◦ h)(4) = h(h(4)) = h(1) = 4

Answer: (h ◦ h)(4) = 4
The last theoretical topic to discuss is the domain of composition

functions. Definition 2.2.4 suggests that (f ◦ g)(x) is defined whenever
x is in the domain of g and g(x) is in the domain of f. More simply,
x is in the domain of f ◦ g whenever the computation of (f ◦ g)(x) =
f(g(x)) is well-defined.
1 √
Consider the functions f(x) = x−2 and g(x) = x. In this section
we’ve developed the tools to compute
(f ◦ g)(9) = f(g(9)) = f(3) = 1.
Since the computation of (f ◦ g)(9) makes sense, 1 is in the domain of

f ◦ g. Consider, however, (f ◦ g)(−3). If −3 were in the domain of f ◦ g
then we would have
(f ◦ g)(−3) = f(g(−3)),
√
but g(−3) = −3 is undefined. Since there is no way to make sense of
g(−3), there is certainly no way to make sense of f(g(−3)) and hence
−3 is not in the domain of f ◦ g. Now consider (f ◦ g)(4). Again, we
should be able to calculate
(f ◦ g)(4) = f(g(4)).
Certainly g(4) = 2 but then f(2) = 10 which is undefined. Since

f(g(4)) = f(2) is not defined it cannot be the case that 4 is in the
domain of f ◦ g.
Applications
Applications of function composition often present themselves simi-

larly to the cost example at the beginning of this section. Oftentimes
the difficulty with these types of problems is deciding the direction
of the composition. Recall that in the beginning of the section we had
a cost function C and a demand function D. The input of the demand
function was unit price while its output was the number of units pro-
duced and the input of the cost function was the number of units
produced while its output was the company’s production costs. In
the context of the application, the functions C and D have meaning-
ful inputs and outputs. However, from a theoretical standpoint both
C and D input and output real numbers. This means that, from a
mathematical perspective, both C ◦ D and D ◦ C make sense. In the
context of the application, though, only one of those functions has
any meaning.
First consider the function C ◦ D and the meaning of C(D(x)). First,

x is plugged into D. This means that x must be in the domain of
D which is a unit price. Then D(x) is the number of toys produced
at a unit price of x dollars. The domain of C should be a number of
units produced and fortunately D(x) is such a quantity. Then C(D(x))
is the cost of producing D(x) toys which is perfectly logical. Earlier
in the section we defined the function K such that K(x) = C(D(x)).
Now that we have function composition notation we could simply
write K = C ◦ D. The diagram in Figure 2.2.3 helps clarify how these
function work together.
Now consider D ◦ C and the meaning of D(C(x)). Since, in this case,
x is first plugged into C it follows that x must be a quantity of toys
produced. Then C(x) is the cost of producing x items. The domain
of D, however, is unit price so D(C(x)) is meaningless in the context
of the problem. Note that if we know the functions C and D it is
possible to compute the function D ◦ C but, as we just demonstrated,
the function D ◦ C has no meaning in the context of the application.
(2.2.12) Example . The Duck Store is evaluating the amount

of money that it spends on textbooks for MATH 111/112. Af-
ter contacting the registrar and looking over their own sales
records, they find a relationship between the number of stu-
dents enrolled in MATH 111/112 in a term and the number
of textbooks that they sell. In a term where there are n stu-
dents enrolled in MATH 111/112 the Duck Store sells approx-
imately S(n) copies of the textbook where
S(n) = 0.45n + 50.
Additionally, their distributor gives a discounted rate when

they buy larger quantities of books. If the Duck Store pur-
chases n books from their distributor then they are charged
C(n) dollars for that order where
C(n) = 50n − e0.01n .
Find and simplify a function f such that when there are n stu-
dents enrolled in MATH 111/112 the Duck Store must spend
f(n) dollars on purchasing textbooks for MATH 111/112 from
their distributor.
Solution:
It can be helpful (even in problems that don’t involve com-
position) to make a diagram of the inputs and outputs in-
volved in this problem. The function S inputs the number of
students enrolled in MATH 111/112 and outputs the number
of textbooks that the Duck Store needs to purchase. The func-

tion C inputs the number of textbooks that the Duck Store
needs to purchase and outputs the cost of purchasing those
textbooks. Those three quantities are shown below:
Students Textbooks Cost of

Enrolled Purchased Purchase
We then draw the functions which relate those quantities.

S and C are the functions given in the problem and f is the
function that we are trying to find.
Students S Textbooks C Cost of

Enrolled Purchased Purchase
The function f should input a quantity of students enrolled

in MATH 111/112, n, and f(n) should be the cost of pur-
chasing textbooks for MATH 111/112. Given such a value, n,
we have that S(n) is the number of textbooks that the Duck
Store needs to purchase. Then S(n) is in the domain of C and
C(S(n)) is the cost of producing those textbooks. It follows
that f(n) = C(S(n)).
All that remains is to find and simplify the function f =
C ◦ S.
f(n) = C(S(n))
= C(0.45n + 50)
= 50(0.45n + 50) − e0.01(0.45n+50)
= 22.5n + 2500 − e0.0045n+0.5 .
Answer: f(n) = 22.5n + 2500 − e0.0045n+0.5
The solution to Example 2.2.12 presented above includes box and

arrow diagrams demonstrating the relationship between the func-
tions and quantities involved. While these diagrams can help under-
stand the application, they are not a required part of the answers. If
you can figure out the proper composition without the diagrams then
feel free to leave them out.
(2.2.b) Practice Exercise . Scott works for Kettle Potato

Chips. The rate at which the plant makes chips varies through-
out the year. This rate of production is expressed by a percent-
age; for example, if the plant is running at 60 % for a given

week then it is producing 60 % of its maximum possible out-
put. If the plant is running at a percentage of p for the week
then Scott works H(p) hours that week where
25p − 70
H(p) = .
p−2
Additionally, when Scott works h hours in a week he is paid

C(h) dollars where C(h) = 27h + 500. Find a function S such
that if the plant is running at a percentage of p for a given
week then Scott makes S(p) dollars that week. Be sure to sim-
plify your answer.
Homework Assignment
2.2.1. Fill in the table below. and f is the temperature in Fahrenheit. Use
function composition to find a function
x 0 1 2 3 4 5 Q(f) for the pressure of 0.029 mol of air in
f(x) 2 3 5 1 0 4 a 1 L container where Q(f) is in atm and f
g(x) 3 5 2 4 0 1 is the temperature in Fahrenheit. Be sure to
simplify your answer completely and,
(f + g) (x)
when necessary, round to five decimal
(g ◦ f) (x) places.
1
2.2.2. Let f(x) = 2x − 1 and g(x) = 3x−4 . 2.2.6. The number of guitars that a particular
a.) Find (f ◦ g)(x). store sells in a week is a function of the
price for which they sell them. If they sell
b.) Find (g ◦ f)(x).
the guitars for p dollars then they sell g(p)
c.) Find (g ◦ f) 32 .

guitars where
1
2.2.3. Let f(x) = x2 + 2, let g(x) = x+1 , and let 5 (360 − p)
x
h(x) = e . Simplify your answers. g(p) = .
p − 80
a.) Find (f ◦ g) (x)
The store’s costs in a week are a function of
b.) Find (g ◦ f) (x) the number of guitars that they sell that
c.) Find (f ◦ h) (x) week. If they sell n guitars then their costs
d.) Find (h ◦ f) (x) for that week are c(n) dollars where
e.) Find (g ◦ h) (x) (n + 2)2 + 40000
c(n) = .
f.) Find (h ◦ g) (x) 500
1
2.2.4. Let f(x) = x−3 , let g(x) = x + 5, and let Find a function f such that if the store
2
h(x) = x − 1. Find and simplify decides to sell their guitars for p dollars
then the store’s costs for the week are f(p)
a.) (f ◦ g) (x)
dollars. Be sure to simplify your answer
b.) (g ◦ f) (x) completely.
c.) (f ◦ h) (x)
2.2.7. Alicia works as a waitress in a restaurant.
d.) (h ◦ f) (x) She uses the functions T and P to
e.) (g ◦ h) (x) approximate the money she makes in an
f.) (h ◦ g) (x) evening. If she waits on a table whose total
bill is p dollars then she will get a tip of
2.2.5. The pressure of 0.029 mol of air in a 1 L approximately T (p) dollars where
container is P(k) atm (a unit of pressure)
where 3
T (p) = (p + 10) .
P(k) = 0.00476k 20
and k is the temperature of the air in Also, if she waits on a table seating n
Kelvin. Temperature in Kelvin is T (f) people then the total bill at that table is
where approximately P(n) dollars where
5 √
T (f) = f + 255.372 P(n) = 15n − 5 n + 10.
9
Find a function f such that if she waits on a corn that year. Find a function r which
table seating n people then she gets a tip of describes his revenue for the year in terms
approximately f(n) dollars. of the expected average temperature.
2.2.8. Ned, the park ranger, monitors animal 2.2.11. If a computer manufacturer sells u
populations in a particular park. He finds computers in a month then his revenue for
that m months into the year there are the month (in dollars) is approximated by
approximately W(m) thousand wolves in R(u) = 1000 + 1200u. If he spends d dollars
the park where on advertising
√ in a month then he will sell
2 C(d) = 0.7 d − 3 computers in that month.
W(m) = e−0.01(m−6) . Find a function f such that if he spends d
Additionally, the wolf population dollars on advertising in a given month
influences the rabbit population since then he will make f(d) dollars in revenue.
wolves feed on rabbits. Ned finds that 2.2.12. The demand function for a particular
whenever there are w thousand wolves in product is given by D(p) = 16000 − 80p;
the park there are approximately R(w) that is if the company charges p dollars per
thousand rabbits in the park where unit then they will sell D(p) units of that
R(w) = 2 − 10 ln w. product. The cost function for this
particular product is given by
Find and simplify a function F such that m c0 (q) = 20000 + 30q; that is if they sell q
months into the year there are F(m) units then it will cost them c0 (q) dollars to
thousand rabbits in the park. In your final manufacture those units. Round to two
answer you may use decimals rounded to decimal places when necessary.
two decimal places. In this context, m = 0
a.) If the revenue function is given by
corresponds to the first moment of January and
R(p) = p D(p), find and simplify the
m = 12 corresponds to the last moment of
revenue function.
December but this is not really important to the
problem. b.) Find a function C which describes the
cost as a function of the price for
2.2.9. The function V(r) = 34 πr3 gives the volume which they sell the product; that is, if
(in in3 ) of a sphere with radius r (in the company charges p dollars per
inches). If I am inflating a spherical balloon unit then it will cost them C(p)
at a rate such that its radius after t seconds dollars to manufacture the units that
is R(t) = 7 log(t + 1) (in inches) then find a they sell.
function S such that after t seconds the
c.) Find a profit function M in terms of
volume of the balloon is S(t) (in in3 ).
the price for which they sell the
2.2.10. A farmer is producing corn. The function R product; that is, if the company
gives his revenue in terms of the amount of charges p dollars per unit then they
corn he produces; that is, if he produces p will make a profit of M(p).
pounds of corn in a year then his revenue d.) Find the price per unit that the
is R(p) dollars for that year. The function C company should charge for this
gives the amount of corn he expects to particular product in order to
produce in terms of the average maximize their profit. Then find the
temperature for the year; that is, if the maximum profit. Round to two
average temperature for the year is t (in °F) decimal places.
then he expects to produce C(t) pounds of
Challenge Problems
(2.2.c1) Challenge Problem . To this point we’ve been starting

with functions f and g and finding the function f ◦ g. However, it
is often convenient to be able to “undo” composition. As an example,
suppose that f(x) = x2 + 3x + 2 and h(x) = x4 + 3x2 + 2. It is some-
times useful to be able to find a function g such that f ◦ g = h. It is
easy to check that g(x) = x2 is such a function.
(f ◦ g)(x) = (x2 )2 + 3(x2 ) + 2 = x4 + 3x2 + 2 = h(x)
In a sense we are examining the equation f ◦ g = h where f, g, and h

are functions. Throughout this section we discussed how to find h if
f and g are known. In this exercise we explore how to find f if g and
h are known and how to find g if f and h are known.
a. Suppose that f(x) = x2 + 3x + 2 and h(x) = x4 − 3x2 + 2. Find a

function g such that f ◦ g = h. Hint: It is not g(x) = x2 .
b. Suppose that g(x) = e3x+4 and h(x) = 3x + 4. Find a function f

such that f ◦ g = h.
c. Suppose that f(x) = 2x + 5 and h(x) = 6x − 3. Find a function g

such that f ◦ g = h.
d. Suppose that f(x) = x2 − 5x + 4 and h(x) = x4 − 2x3 + x − 2.

Find a function g such that f ◦ g = h.
10x−9
e. Suppose that g(x) = 5x − 4 and h(x) = −15x+15 . Find a function
f such that f ◦ g = h.
f. Let f(x) = x2 and h(x) = ln(x). Does there exist a function g

such that f ◦ g = h? Explain your answer.

wise functions:


 


x−1 if x < −1
1
x if x < 0
f(x) = 2x + 2 if − 1 6 x 6 1 g(x) = √

 

 x + 4 if x > 0
3+x 2 if x > 1
a. Find and simplify (f ◦ g)(x).
b. Find and simplify (g ◦ f)(x).
Hint: Both answers should be piecewise functions. Graphing f and g may be

helpful for some people.
2.3 inverse functions 37
2.3 inverse functions

We have discussed how functions work like machines. When we in-

put a number into a function it outputs a different number according
to some rule. In some cases, when given an output it is possible to
determine the unique input which will produce that output. In these
cases we can define a new function which is the same as the origi-
nal function except with the inputs and outputs reversed. These new
functions are called inverse functions.
Motivation
Suppose that Aaron invests $10,000 in an account on which interest

is compounded continuously at an annual rate of 2.5 %. From MATH
111 we know that t years after this investment is made, the account
has a value of A(t) dollars where
A(t) = 10000e0.025t .
That is, since
A(5) = 10000e0.025(5) = 11331.48
it follows that after 5 years Aaron’s account is worth $11,331.48.
Now, suppose Aaron wants to know how long it will take for his
investment to be worth $12,000. From a mathematical standpoint he
wants to know a value of t such that A(t) = 12000. If t exists then
12000 = 10000e0.025t .
In MATH 111 we also learned how to solve the above equation.

12000 = 10000e0.025t
1.2 = e0.025t
ln(1.2) = 0.025t
ln(1.2)
t=
0.025
t = 7.29
Thus we see that the account will be worth $12,000 after 7.29 years.
We can actually perform the above calculation in a more general
sense. Instead of considering a particular value of the investment (like
$12,000), suppose we want to know how long it takes for the account
to reach a value of a dollars. That is, given a value a we want to know
a value of t such that a = A(t). Again, we are looking for a value of
t such that
a = 10000e0.025t .
Using the same technique we can solve this equation for t in terms of
a.
a = 10000e0.025t
a
= e0.025t
1000
a
ln = 0.025t
1000 a
t = 40 ln
1000
The calculation in Section 2.3 tells us that in order for the account
a
to reach a value of a dollars the investment must last t = 40 ln 1000
years. Hence we can define a new function, T , such that
a
T (a) = 40 ln .
1000
Note that the functions A and T relate the same quantities: the value
of the investment and the length of the investment. However, the roles
of these quantities are switched. The function A inputs the length
of the investment and outputs the value of the investment while the
function T inputs the value of the investment and outputs the amount
of time required for the investment to reach that value. Figure 2.3.1
relates these quantities and functions.
Length of A Value of
Investment T Investment
Figure 2.3.1: A visual representation of the functions A and T .
In this section we will come to call the functions A and T inverses

of one another. This is a useful way of creating a new function from
a known function.
Now, consider a fixed value of t years. By definition, A(t) is the
value of the investment after t years. Since A(t) is a value of the
investment, it follows that T (A(t)) is the number of years required
for the account to reach a value of A(t) dollars. However, we already
know that it takes t years for the account to reach a value of A(t)
dollars. It stands to reason, then, that T (A(t)) should be equal to t.
Function This is certainly something that we can check using the techniques
composition will be developed in Section 2.2. Observe that
key in this section.
10000e0.025t

T (A(t)) = 40 ln
10000
0.025t

= 40 ln e
= 40(0.025t)
=t
so that T (A(t)) = t as expected. Similarly, A(T (a)) should be the

value of the investment after T (a) years which is, of course, a dollars
so we would expect that A(T (a)) = a which turns out to be the case.
As we will see soon, it is not a coincidence that A(T (a)) = a and
that T (A(t)) = t. This is a defining property of inverse functions.
Theory
If f is a function then its inverse should be a function which con-

tains the same information as f but the inputs and outputs should
be switched. Using the machine analogy, the inverse of f should be
the same machine but running in the opposite direction. The inverse
of f will be a function which we will denote with f−1 which will be Note that f−1 and
defined (in Definition 2.3.2 below) such that f(x) = y is equivalent to 1/f are not the same
function.
f−1 (y) = x. That is, if x is an input for f whose output is y then y
is an input for f−1 whose output is x. For instance, if f(2) = 4 then
f−1 (4) = 2.
It happens that it is not always possible to make an inverse func-
tion. Remember that functions are required to have a unique output
for each input. However, for arbitrary functions it is acceptable that
an output corresponds to multiple inputs. That is, it is perfectly rea-
sonable that f(2) = 4 and f(3) = 4 but it is forbidden for f(4) = 3
and f(4) = 2. We require that the inverse of a function must also be
a function. Now, if f is a function such that f(2) = 4 and f(3) = 4
then how should we define f−1 (4)? Since f(2) = 4 it must be that
f−1 (4) = 2 and since f(3) = 4 it must also be that f−1 (4) = 3. But this
is a problem as f−1 should be a function.
The problem above arises because there are two inputs of f that
correspond to an output of 4. This shows that a function can only
have an inverse when every output corresponds to a unique input.
A great example of a function which does not have an inverse is the
function f(x) = x2 . Since f(2) = 4 and f(−2) = 4 we cannot define
f−1 (4). Definition 2.3.2 below gives a precise definition of an inverse
function and a criterion to determine if an inverse function exists.
(2.3.2) Definition . A function f is called invertible if ev-

ery output of f corresponds to exactly one input which yields
that output. More precisely, f is invertible if whenever y =
f(x) there is no other value t such that y = f(t). In the case
that f is invertible there exists a function denoted f−1 such
that f−1 (y) = x if and only if f(x) = y. The function f−1 is
called the inverse of f.
Consider the function f(x) = 2x − 1. For now, assume that this

function is, in fact, invertible. We want to investigate the function f−1 . We will worry later
about how to
determine if a
function is
invertible.
Observe that
f(2) = 2(2) − 1 = 3.
Definition 2.3.2 stipulates that f−1 (y) = x if and only if f(x) = y.
Since f(2) = 3 we have that f−1 (3) = 2. Similarly,
f(−6) = 2(−6) − 1 = −13
so that f−1 (−13) = −6. Suppose that we want to find f−1 (5). Accord-
ing to Definition 2.3.2 we have that f−1 (5) = x if and only if f(x) = 5.
Thus we want a value of x such that f(x) = 5. We can use the defini-
tion of f to solve for x as follows:
5 = f(x)
5 = 2x − 1
6 = 2x
3=x
and hence f−1 (5) = 3. We can check our work by computing f(3). If
f−1 (5) = 3 then we expect f(3) = 5 and we see that
f(3) = 2(3) − 1 = 5,
as desired.
It is clear that the previous calculation can be performed to com-
pute f−1 (y) for any value of y. If we’re given a value of y and we
want to figure out an x-value such that f−1 (y) = x then we set up the
In general, it is equation f(x) = y and solve it for x in terms of y. For this particular
“hard” to solve an function, we can do this for arbitrary values of y as follows:
equation of the form
f(x) = y for x in
f(x) = y
terms of y.
2x − 1 = y
2x = y + 1
1 1
x = y+
2 2
Thus f−1 (y) = 12 y + 12 . In fact, this is the general procedure for find-
ing equations for the inverses of invertible functions.
(2.3.3) Example . The following functions are invertible. Find

an equation for their inverses.
a. f(x) = 13 x − 5
3
b. g(x) = 3 ln(x − 1)
1
c. h(x) = 2x+5
Solution:
a. In order to find an equation for f−1 (y) = x we solve the

equation f(x) = y for x.
1 5
x− = y
3 3
1 5
x = y+
3 3
x = 3y + 5
It follows that f−1 (y) = 3y + 5. You can check this if you

want by picking an x-value. For example, consider x =
11. Observe that f(11) = 2. If our equation for f−1 (y)
is correct we should get that f−1 (2) = 11 and that is,
indeed, the case.
Answer: f−1 (y) = 3y + 5
b. In order to find an equation for g−1 (y) = x we solve the

equation g(x) = y for x.
3 ln(x − 1) = y
y
ln(x − 1) =
3
x − 1 = ey/3
x = 1 + ey/3
It follows that g−1 (y) = 1 + ey/3 .

Answer: g−1 (y) = 1 + ey/3
c. In order to find an equation for h−1 (y) = x we solve the

equation h(x) = y for x.
1
=y
2x + 5
1 = y(2x + 5)
1
= 2x + 5
y
1
− 5 = 2x
y

1 1 5y
− =x
2 y y
1 − 5y
=x
2y
1−5y
It follows that h−1 (y) = 2y .
1−5y
Answer: h−1 (y) = 2y
(2.3.a) Practice Exercise . The function f(x) = x3 − 8 is

invertible. Find a formula for f−1 (y).
As we saw earlier in the section, not all functions are invertible. The
criterion developed in Definition 2.3.2 for determining if a function is
invertible is intuitive but there is a more practical way. We will now
develop that method.
(2.3.4) Theorem . Suppose that f and g are functions such

that
• (f ◦ g)(x) = x for all x in the domain of g and
• (g ◦ f)(x) = x for all x in the domain of f.
Then f and g are both invertible with f = g−1 and g = f−1 .
Theorem 2.3.4 gives a couple of useful properties of inverse func-

tions. First, if g is the inverse of f - that is if g = f−1 - then f is also
the inverse of g. This is straightforward. The function f−1 is the same
as f but with the inputs and outputs swapped. The inverse of f−1
should again swap the inputs and outputs so the inverse of f−1 is f.
The second property in Theorem 2.3.4 gives a useful way to check if
two functions are inverses of one another.
(2.3.5) Example . In each part below, two functions, f and g,

are given. For each pair of functions determine if f and g are
inverses of one another.
a. f(x) = 3x − 6 and g(x) = 31 x + 2

√
b. f(x) = 3 x + 1 − 2 and g(x) = (x + 2)3 − 1
c. f(x) = 5 + e0.1x and g(x) = 10 ln(x + 5)

x−1 −2x−1
d. f(x) = 3x+2 and g(x) = 3x−1
Solution:
For each of the parts of this problem we will check if (f ◦
g)(x) = x and (g ◦ f)(x) = x. According to Theorem 2.3.4, if
both of these conditions hold then f and g are inverses of one
another. If either one of them fails, however, the functions are
not inverses.
a. First observe that
(f ◦ g)(x) = f(g(x))

1
=3 x+2 −6
3
= x+6−6
= x.
Now observe that
(g ◦ f)(x) = g(f(x))
1
= (3x − 6) + 2
3
= x−2+2
= x.
Since both (f ◦ g)(x) = x and (g ◦ f)(x) = x it follows
that f and g are inverses of one another.
Answer: Yes, f and g are inverses of one another.
b. First observe that
(f ◦ g)(x) = f(g(x))
q
= 3 (x + 2)3 − 1 + 1 − 2
q
= 3 (x + 2)3 − 2
= x+2−2
= x.
Now observe that
(g ◦ f)(x) = g(f(x))
√ 3
3
= x+1−2+2 −1
√ 3
3
= x+1 −1
= x+1−1
= x.
c. First observe that

(f ◦ g)(x) = f(g(x))
= 5 + e0.1(10 ln(x+5))
= 5 + eln(x+5)
= 5+x+5
= x + 10.
Hence we see that (f ◦ g)(x) 6= x so f and g cannot be
inverses of one another. There is no need to check if
(g ◦ f)(x) = x since, in order for f and g to be inverses of
one another, it must be the case that both (f ◦ g)(x) = x
and (g ◦ f)(x) = x.
Answer: No, f and g are not inverses of one another.
d. First observe that

(f ◦ g)(x) = f(g(x))
−2x−1
3x−1 − 1
=
3 −2x−1

3x−1 + 2
−2x−1 3x−1
3x−1 − 3x−1
= −6x−3 6x−2
3x−1 + 3x−1
−5x

3x−1
= −5

3x−1

−5x 3x − 1
=
3x − 1 −5
= x.
Now observe that
(g ◦ f)(x) = g(f(x))
x−1

−2 3x+2 − 1
= x−1

3 3x+2 −1
−2x+2 3x+2
3x+2 − 3x+2
= 3x−3 3x+2
3x+2 − 3x+2
−5x

3x+2
= −5

3x+2

−5x 3x + 2
=
3x + 2 −5
= x.
(2.3.b) Practice Exercise . Are the functions f(x) = 3 −

2 ln(x) and g(x) = e1.5−0.5x inverses of one another?
Questions like the ones in Example 2.3.5 can be tricky. For example,
√
consider the function f(x) = x2 and g(x) = x. To start with, we know
that these two functions cannot be inverses of each other. We know
this because we know that f is not invertible. However, checking to
see if they’re inverses of each other can be misleading. First of all,
√ 2
(f ◦ g)(x) = f(g(x)) = x =x
so that (f ◦ g)(x) = x. On the other hand,

√
(g ◦ f)(x) = g(f(x)) = x2 = |x| .
The last equality in the above√equation can often be missed. Whenever

x is positive we have that x2 = x which is what students often
expect
√ for all values of x. However
√ if x is negative then x2 is positive
2 2
and x is still positive so x = −x. Take, for example, x = −3:
q √
(−3)2 = 9 = 3 = −(−3).
√
These things combined yield that x2 = |x|. Because (g ◦ f)(x) 6= x it If you’re having
cannot be the case that f and g are inverses of each other even though trouble believing it,
choose a bunch of x
(f ◦ g)(x) = x. This shows that in order to prove that two functions
values (both positive
are inverses of each other, one must check the composition in both and negative),√ and
directions. compute both x2
We can finally address the question of invertibility. That is, we can and |x|. It will start
to make more sense.
now determine if a function is invertible. Consider the function f(x) =
3x + 4. If it were invertible then we could find its inverse. To do so we
would solve f(x) = y for x (as in Example 2.3.3) which would yield
3x + 4 = y
3x = y − 4
1 4
x = y− .
3 3
It follows that if f is invertible then f−1 (y) = 31 y − 43 . Define g(x) =
1 4
3 x − 3 (this function is defined to be equal to the possible inverse that
we just found). We know that in the case that f is invertible, the only
possible inverse it could have is g. That means that the only way f
can be invertible is if f and g are inverses of each other and we know
how to check for that. Observe that

1 4
(f ◦ g)(x) = 3 x− +4 = x−4+4 = x
3 3
and that
1 4 4 4
(g ◦ f)(x) = (3x + 4) − = x + − = x
3 3 3 3
so that f and g are inverses of one another. Hence f is invertible and

f−1 (y) = 13 y − 43 .
The above procedure is the one that we will use to determine if a
function, f, is invertible. We first assume that f is invertible and try to
solve the equation y = f(x) for x. We then come up with a possible
inverse and check if it is actually the inverse using Theorem 2.3.4.
(2.3.6) Example . Check if the following functions are invert-

ible. If so, find their inverse.
a. f(x) = 6x + 4
1
b. g(x) = x+1
c. h(x) = 3 − |x|.
Solution:
a. We first solve the equation y = f(x) for x which will
provide us with a potential inverse function.
y = 6x + 4
y − 4 = 6x
1 2
y− = x
6 3
The last line in the above equation suggests that if f has
an inverse then f−1 (y) = 16 y − 32 . Since we don’t know
yet if f is invertible we define p(x) = 16 y − 23 . If f has an
inverse then it must be p so we now check if f and p are
inverses as we did in Example 2.3.5.

1 2
(f ◦ p)(x) = 6 x− +4 = x−4+4 = x
6 3
1 2 2 2
(p ◦ f)(x) = (6x + 4) − = x + − = x
6 3 3 3
It follows that f and p are inverses and hence f−1 = p
so that f−1 (y) = 61 y − 23 .
Answer: Yes, f is invertible and f−1 (y) = 61 y − 23 .
b. We first solve the equation y = g(x) for x.
1
y=
x+1
y(x + 1) = 1
1
x+1 =
y
1
x = −1
y
1
It follows that if g has an inverse it must be p(x) = x − 1.
1 1
(g ◦ p)(x) = 1
= 1 = x
x −1 +1 x
1
(p ◦ g)(x) = 1
−1 = x+1−1 = x
x+1
It follows that g and p are inverses and hence g−1 = p.

We then simplify to find
1 1 y 1−y
g−1 (y) = −1 = − = .
y y y y
1−y
Answer: Yes, g is invertible and g−1 (y) = y .
c. We first try to solve the equation y = h(x).
y = 3 − |x|
3 − y = |x|
Unfortunately, we get stuck; we cannot isolate the x be-

cause of the absolute value bars. Consider y = 1. Then
2 = |x| and x = 2 or x = −2. Hence we cannot solve for
x in terms of y and h is not invertible.
Answer: No, h is not invertible.
When following the procedure shown in Example 2.3.6 there are

two things that can happen which will signify that the function is not
invertible. First, if we try to solve the equation y = f(x) for x and
it proves impossible then f is not invertible. Second, if we come up
with a possible inverse, g, and it turns out that either (f ◦ g)(x) 6= x or
(g ◦ f)(x) 6= x then f is not invertible.
We now look at the graphs of inverse functions. Let f be an invert-
ible function. The graph of y = f(x) consists of points in the xy-plane.
Consider a point (a, b) on this graph. Then, obviously, b = f(a). It
follows, of course, that a = f−1 (b) so that the point (b, a) is on the
graph of y = f−1 (x). This shows that every point (a, b) on the graph
of y = f(x) corresponds to a point (b, a) on the graph of y = f−1 (x).
Consider the function y = f(x) in Figure 2.3.7. There are four points
shown on the graph: (−3, −4.5), (0, −1), (1, 2), and (3, 3). It follows
that the points (−4.5, −3), (−1, 0), (2, 1), and (3, 3) are on the graph of
y = f−1 (x). If we reverse the coordinates of every point on the graph
of y = f(x) in this manner we obtain the graph of y = f−1 (x), which
is also shown in Figure 2.3.7.
y
y = f−1 (x)
5
4 y = f(x)
3 (3, 3)
(1,
2 2)
1 (2, 1)
(−1, 0)
x
-5 -4 -3 -2 -1 1 2 3 4 5
-1 (0, −1)
-2
(−4.5, −3) -3
-4
(−3, −4.5) -5
Figure 2.3.7: The graph of an invertible function y = f(x) and its inverse.
If given the graph of an invertible function, the way that we graph

its inverse is by a reflection about the line y = x as was done in Fig-
ure 2.3.7. However, how can we know that a function is invertible just
by its graph? Well, in order for a function to be invertible it must be
the case that every output corresponds to one input. On a graph, the
requirement that every output corresponds to one input is equivalent
to the requirement that for every y-value, the graph of the function
contains (at most) one point with that y-value. Theorem 2.3.8 formal-
izes this idea.
(2.3.8) Theorem (Horizontal Line Test). A function f is in-

vertible if and only if the graph of y = f(x) intersects every
horizontal line at most once.
Remember that There are two ways to interpret Theorem 2.3.8. From a theoretical
horizontal lines have standpoint it says that a function is invertible if the line y = k and the
equations of the
graph y = f(x) intersect in at most one place for every value of k, or
form y = k for real
numbers k. that the equation k = f(x) has at most one solution for each value of
k, which should sound familiar. From a graphical standpoint, the line
y = k contains every point of the form (x, k) and the theorem says
that, in order for f to be invertible, the graph of y = f(x) can only con-
tain one of those points for each k. Theorem 2.3.8 is straightforward
to apply in practice.
(2.3.9) Example . The graphs of four functions are shown

below. First, decide which of them are invertible. Then, for
each that is invertible, sketch its inverse.
y y
x x
a. The graph of y = f(x). b. The graph of y = g(x).
y y
x x
c. The graph of y = p(x). d. The graph of y = q(x).
Solution:
a. The function f is invertible by the Horizontal Line Test

as any horizontal line passes through the graph of y =
f(x) in at most one place. To draw the graph of y =
f−1 (x) we simply reflect the graph about the line y = x
(which is drawn for reference) as shown below.
y
y = f(x)
y=x
y = f−1 (x)
Answer: Yes, f is invertible and its inverse is shown

above.
b. The function g is not invertible. There are many hori-

zontal lines which intersect the graph of y = g(x) in
two places - one of which is shown on the graph below
- hence g cannot be invertible by the Horizontal Line
Test.
y
y = g(x)
Answer: No, g is not invertible.
c. This one looks tricky as it is in two pieces, but every

horizontal line that you can draw will pass through the
graph of y = p(x) in only one place and hence p is
invertible by the Horizontal Line Test. Again, to draw
the inverse of p we reflect p about the line y = x.
y = p(x) y=x
y = p−1 (x)
Answer: Yes, p is invertible and its inverse is shown

above.
d. Again, q is invertible as every horizontal line passes

through the graph of y = q(x) in only one place. The
inverse of q is drawn below.
y = q−1 (x)
y=x
y = q(x)
Answer: Yes, q is invertible and its inverse is shown

above.
The last theoretical point to mention in this section is the idea of

restricting a domain. It has already been discussed that the function
f(x) = x2 is not an invertible function. This, again, becomes clear
when we look at its graph shown in Figure 2.3.10.
Now define a new function, g, such that g(x) = x2 for values of x
in the interval [0, ∞). That is, g is the same as f but it is defined on a
smaller domain. It turns out that g is an invertible function. Suppose
we try to solve y = g(x) for x in terms of y. We get y = x2 and
√
x = y. When we attempted to do the same thing with f(x) = x2 we
√
came to a problem where had x = ± y but the only valid x-values
y
y = f(x)
Figure 2.3.10: The graph of y = f(x) where f(x) = x2 .
for our function g are positive so in this case we only end up with
√ √
the positive value of y. The inverse of g is then g−1 (y) = y. This
becomes more clear from the graph of y = g(x) in Figure 2.3.11
y
y = g(x)
y = g−1 (x)
Figure 2.3.11: The graph of y = g(x) where g(x) = x2 on [0, ∞) and the
graph of y = g−1 (x).
It is often the case that a function is not invertible but it becomes

invertible when we only consider a portion of the domain. This idea
of restricting a function to some “reasonable” domain in order to
force invertibility becomes rather important in later sections.
Applications
Oftentimes in an application one can gather some sort of intuition as

to whether a function should turn out to be invertible.
Consider, for example, a stone which is dropped from a height
of 200 feet. Let h be a function such that t seconds after the stone is
dropped it is at a height of h(t) feet. It seems reasonable that h should
be invertible. Outputs of h corresponds to the height of the stone and
the stone is always falling. Until the stone hits the ground it is only
at each height for one value of t. Now consider a function, N, such
that if s is a University of Oregon student’s social security number
then N(s) is their student ID number. We certainly would expect N
to be invertible. If you choose an output - a student ID number - one
would hope that it would correspond to exactly one student’s social
security number.
Consider a function, D, such that in year y the Oregon Duck’s foot-

ball team had D(y) wins. This function is not invertible. For example,
the Ducks had 12 wins in both 2010 and 2011 so D(2010) = 12 and
D(2011) = 12. Since two inputs correspond to an output of 12, D
cannot be invertible. Suppose you’re watching a basketball game and
keeping track of your team’s score so that t minutes after tipoff they
have P(t) points. There will be stretches of time where their score
stays the same and all of those values of t have the same output so P
is not going to be invertible.
Once you’ve realized that an application is asking for an inverse
function, finding the inverse is straightforward using the techniques
developed earlier in this section.
(2.3.12) Example . John goes to a party and, after a night of

drinking, his blood alcohol concentration (BAC) is 0.1 when
he stops drinking. Then t hours after he stops drinking his
BAC is given by B(t) where
1
B(t) = .
5t + 10
The function B is not based on any facts; it was invented for this
problem.
a. John needs to go home but he doesn’t want to drive

until his BAC is 0.02 or lower. How long does he need
to wait (from the time that he stops drinking) before he
can drive?
b. Find a function T such that John’s BAC will be at a level

of b if he waits T (b) hours after he stops drinking.
Solution:
a. Since John wants his BAC to be 0.02 we need to find a

value of t such that B(t) = 0.02.
0.02 = B(t)
1
0.02 =
5t + 10
5t + 10 = 50
5t = 40
t=8
It follows that B(8) = 0.02 so that it will take 8 hours for

John’s BAC to be 0.02.
Answer: 8 hours
b. We have a function, B, which inputs time and outputs

BAC and we want a function, T , which inputs BAC and
outputs time.
B
Time BAC
T
It follows that T should be the inverse of B. To find B−1

we first solve the equation b = B(t) for t.
b = B(t)
1
b=
5t + 10
b(5t + 10) = 1
1
5t + 10 =
b
1
5t = − 10
b
1 − 10b
5t =
b
1 − 10b
t=
5b
Thus B−1 (b) = 1−10b5b and T (b) = 1−10b
5b . In an appli-
cation like this it is not necessary to use composition
to ensure that B is invertible. Since you were asked to
find an inverse function it is safe to assume that the in-
verse exists; you will not be asked to find nonexistent
functions.
1−10b
Answer: T (b) = 5b
At times an application requires a restricted domain without men-

tion of any domain. Consider the height function, h, described earlier.
That is, if a stone is dropped from a height of 200 feet then t seconds
later its height is given by h(t). It does not make sense for the domain
of h to be all real numbers. For instance, when t is negative h(t) has
no meaning. We explore this more in Example 2.3.13.
(2.3.13) Example . A stone is dropped from a height of 200

feet. After t seconds its height is h(t) feet where
h(t) = 200 − 16t2 .
a. How long will it take for the stone to hit the ground?
b. Find and simplify a function T such that the ball is y

feet off the ground T (y) seconds after it was dropped.
Solution:
a. How high is the ball when it hits the ground? It is 0 feet

off of the ground when it hits the ground. Hence we
want a value of t such that h(t) = 0.
0 = h(t)
0 = 200 − 16t2
200 = 16t2
12.5 = t2
t = ±3.54
The values of t such that h(t) = 0 are t = 3.54 and t =

−3.54. However, a negative value of t doesn’t make any
sense in this application since h only knows the height
of the stone after it was dropped. Hence it takes approx-
imately 3.54 seconds for the ball to hit the ground.
Answer: 3.54 seconds
b. The function T should be the inverse of h. We can see

that because h inputs time and outputs height whereas
T should input height and output time. To find the in-
verse of h we solve y = h(t) for t.
y = h(t)
y = 200 − 16t2
y − 200 = 16t2
y − 200
= t2
r 16
y − 200
± =t
16
1p
± y − 200 = t
4
It seems, at this point, that we have a problem since
there are two values of t. However, as mentioned before,
only positive values of t work in this application so we
only use the positive value of t above. Hence h−1 (y) =
1√ 1√
4 y − 200 and T (y) = 4 y − 200.
√
Answer: T (y) = 14 y − 200
(2.3.c) Practice Exercise . Temperature in Kelvin is given

by T (f) where
5
T (f) = f + 255.372
9
and f is the temperature in Fahrenheit. Find a function F such
that temperature in Fahrenheit is given by F(k) where k is the
temperature in Kelvin.
Homework Assignment
y
2.3.1. Consider f and g in the table below.
6 y = f(x)
5
x 0 1 2 3 4 5 6 4
3
f(x) 2 3 5 7 0 9 1 2
1
g(x) 7 6 2 7 9 1 3 x
-6 -5 -4 -3 -2 -1 -1 1 2 3 4 5 6
a.) Is f invertible? -2
-3
b.) Is g invertible? -4
-5
2.3.2. The functions p and q are defined such -6
that
p(x) = x2 + 4x and q(x) = 6x + 1. 2.3.5. A function y = h(x) is graphed below.

Draw the graph of h−1 .
a.) Find and simplify (p ◦ q)(x).
y
b.) Find and simplify (pq)(x). 3 y = h(x)
c.) The function q is invertible. Find its 2
inverse.
1
d.) Explain briefly why p is not invertible.
x
2.3.3. The following functions are invertible. Find -3 -2 -1 1 2 3
their inverses: -1
a.) f(x) = − 23 x − 6 -2
b.) r(x) = 13 x − 1 -3
c.) t(x) = − 47 x + 3
2
d.) w(x) = 3x − 1 2.3.6. Is the function f(x) = 2x+3 invertible? If so,
find its inverse.
e.) g(x) = x3 + 4
f.) h(x) = 2x+3 2.3.7. Is the function g(x) = 3x − 1 invertible? If
x+1
so, find its inverse.
g.) p(x) = 1 − 2ex
h.) q(x) = ln(x − 3) 2.3.8. Is the function h(x) = |2x + 3| − 1
√ invertible? If so, find its inverse.
i.) s(x) = 3 + x − 2
√ 2.3.9. Is the function p(x) = 2 log(x) + 3
j.) v(x) = 1 − 3 7x + 4
invertible? If so, find its inverse.
k.) z(x) = 3 + 3 log(x + 5)
2.3.10. Are the following functions invertible? If
2.3.4. Sketch the inverse of the function y = f(x)
so, find their inverses.
graphed below:
a.) f(x) = 3x + 7
3
b.) g(x) = 1 − 2−x
c.) h(x) = x2 − 4
d.) p(x) = 23 x − 1
7 e.) f(x) = 3x+1
2x−5 and g(x) = 5x+1
2x−3
5−3x
e.) q(x) = 2x+1 2.3.14. Find any two functions f and g such that
f.) The function y = r(x) is graphed (f ◦ g) (x) = x for all x but there exists a
below. You may draw the inverse if it number t such that (g ◦ f) (t) 6= t.
is invertible.
y
2.3.15. Hint: The two parts of this question have
6 different answers. Why is that?
5 y = r(x) √
4 a.) Are the functions f(x) = 3 + 3 x − 1
3 and g(x) = (x − 3)3 + 1 inverses of one
2
another?
1
√
x b.) Are the functions f(x) = 3 + x − 1
-6 -5 -4 -3 -2 -1 -1 1 2 3 4 5 6
-2
and g(x) = (x − 3)2 + 1 inverses of one
-3 another?
-4
-5 2.3.16. The graphs of two functions, y = f(x) and
-6
y = g(x), are shown below.
g.) The function y = s(x) is graphed y
below. You may draw the inverse if it
is invertible. 3
6 y = s(x) 2 y = f(x)
5
4
3 1 y = g(x)
2
1
x
x
1 2 3 4
-6 -5 -4 -3 -2 -1 -1 1 2 3 4 5 6
-2
-1
-3
-4
-5
-6
a.) Is f an invertible function?
b.) Is g an invertible function?
2.3.11. True or False: 3
q The functions f(x) = 1 + 7x c.) Sketch the graph of y = (f + g)(x).
3 x−1
and g(x) = 7 inverses of each other.
d.) Is f + g an invertible function?
1
2.3.12. True or False: The functions f(x) = 1 −
1
x−1 2.3.17. The airspeed velocity of a European
and g(x) = 1 + 1−x inverses of each other. swallow is proportional to its heart rate.
2.3.13. For each of the following pairs of functions, That is, if a European swallow’s heart rate
decide whether or not they are inverses for is h bpm then its airspeed is A(h) = 0.01h
one another. m/s.
√ a.) The average heart beat of a European
a.) f(x) = x3 − 2 and g(x) = 3 x − 2
x+4 4+5x
swallow is 900 bpm. What is the
b.) f(x) = and g(x) =
√
2x−5 2x−1 airspeed velocity of such a swallow?
c.) f(x) = 3 2x − 4 + 3 and
b.) If a European swallow flies at
g(x) = 12 (x − 3)3 + 2
11.5 m/s, find its heart rate.
1
d.) f(x) = 1 + 4e3x and g(x) = 3 ln( x−1
4 )
2.3.18. Cindy works at an hourly job where her wants to make d dollars in a year then
pay is determined by a function P. If Cindy the average number of hours she
works an average of t hours a week over needs to work per week during that
the course of a year then she makes P(t) year is f(d).
dollars in that year where b.) Cindy’s mom is worried about her
and wants to know how much she
P(t) = 600t + 800.
will save depending on how many
Additionally, the amount that Cindy puts hours she works. Find a function g
into savings depends on the amount of such that if she works an average of t
money that she makes in a year according hours a week over the course of a year
to the function S. That is, if she makes d then she put g(t) dollars into savings
dollars in a year then she will put S(d) in that year.
dollars into her savings account that year c.) Cindy also wants to know how many
where hours a week that she needs to work
3d − 8000 in order to save a given amount of
S(d) = .
20 money. Find a function h such that if
a.) She wants to know how many hours a she wants to save m dollars in a year
week that she needs to work in order then the average number of hours she
to make a given amount of money. needs to work per week during that
Find a function f such that if she year is h(m).
Challenge Problems

wise functions:

 

1x + 1 3x

if x 6 −1
2 if x < 0
f(x) = g(x) = 1 1
if − 1 < x 6 1
  2x +
2x − 1 if x > 0 

2
 2
x if x > 1
a. Is f an invertible function? If so, find its inverse. If not, explain

why not.
b. Is g an invertible function? If so, find its inverse. If not, explain

why not.
Hint: Graphing f and g may be helpful for some people.
(2.3.c2) Challenge Problem . In this exercise we investigate what

is sometimes called the socks and shoes property, which is a prop-
erty that relates function inversion to function composition.
1
a. Let f(x) = 4x − 7 and let g(x) = x−1 . Note that these are both
invertible functions.
(i) Find f−1 (x) and g−1 (x).
(ii) Find (f ◦ g)(x) and (g ◦ f)(x).

(iii) Find (f−1 ◦ g−1 )(x) and (g−1 ◦ f−1 )(x).
(iv) Find (f ◦ g)−1 (x) and (g ◦ f)−1 (x). You can assume that
these functions are invertible.
What do you notice? At this point, it should be the case that
(f ◦ g)−1 (x) = (g−1 ◦ f−1 )(x) and

−1 −1 −1
(g ◦ f) (x) = (f ◦g )(x).
b. Let f and g be any arbitrary invertible functions. (Do not worry

about their domains; assume that their domains are appropri-
ately compatible.)
(i) Explain why the function f ◦ g is invertible using the def-
inition of invertibility. For a fixed number, y, how do you
know that there is at most one solution to (f ◦ g)(x) = y?
(ii) It is the case, in general, that (f ◦ g)−1 = g−1 ◦ f−1 . Ex-
plain why this is the case. There are two ways to do this: (1)
The first way is to show that g−1 ◦ f−1 is the inverse of f ◦ g.
You know that (f ◦ g)−1 is the inverse of f ◦ g by definition and
you also know that inverses are unique. You can then show that
g−1 ◦ f−1 and f ◦ g are inverses of one another (there is a the-
orem which tells you how to show that) which tells you (since
inverses are unique) that g−1 ◦ f−1 must equal (f ◦ g)−1 . (2)
You can also simply solve for the inverse of f ◦ g and describe it
as a composition function. Using either of these two methods is
sufficient.
2.4 periodic functions 61
2.4 periodic functions

Periodic functions are, roughly speaking, functions which repeat

along the x-axis. They are an important class of functions that will be
used extensively in later chapters. Periodic functions can be difficult
to analyze, but by looking at these functions only on a small interval
and realizing that they repeat, we can often use techniques that we
already understand to find information about them.
Motivation
Our motivating example requires a rudimentary understanding of

angles. These don’t get introduced until Section 3.1 but it is likely See Definition 3.1.3
that students have a basic understanding of how degrees are used and the discussion
before it.
to measure angles. If not, then either skip the motivating example or
read a little bit in Section 3.1 about angles.
Suppose someone is sitting on a Ferris wheel. Let’s say that its cen-
ter is 100 ft off the ground, its radius is 80 ft, and it rotates 1° every
second. When this ride starts the rider is sitting level with the cen-
ter and is moving upward. Define a function h such that h(t) is the
rider’s height off the ground in feet t seconds after the ride starts.
This situation is shown in Figure 2.4.1.
position when t = 45
80 ft
center 45° starting point

100 ft
h(45)
Ground Level
Figure 2.4.1: Our first Ferris wheel.
Lets explore some of the outputs of this function. It is easy to see

that h(0) = 100 since the rider starts level with the center. After 90
seconds the Ferris wheel has rotated 90° so the rider is at the top
of the Ferris wheel and h(90) = 180. As we go around the circle,
h(180) = 100 and h(270) = 20. After 360 seconds, however, the car-
riage is back to where it started and h(360) = 100.
If the ride continues, the second 360 seconds will look exactly like
the first 360 seconds as the carriage takes the same path. Figure 2.4.2
shows a graph of some of the values of h This pattern will then con-
tinue indefinitely as long as the ride continues. Filling in the graph
180
100
20
t
90 180 270 360 450 540 630 720
Figure 2.4.2: Some of the points on the graph of y = h(t) shown in green.
shown in Figure 2.4.2 is complicated and we will cover that later.

However, if we can fill in the graph of h on the interval [0, 360] then
certainly we can fill in the rest of the graph since the function is repet-
itive.
The function h demonstrated above is an example of what will be
called a periodic function; periodic functions are functions that repeat
on a regular interval. As you can probably imagine, these types of
functions are extremely common.
Theory
We now need to be precise with the definition of a periodic function.
(2.4.3) Definition . Let f be a non-constant function. We say

that f is a periodic function if there exists a positive number
p such that f(x + p) = f(p) for all x in the domain of f. The
period of f is the smallest positive value of p such that f(x +
p) = f(x) for all x in the domain of f.
Figure 2.4.4 shows a portion of the graph of a periodic function

f with period 2. The portion in red is a section of the graph on an
interval whose width is one period.
We notice that the entire graph is made by horizontally translating
the red section of the graph in either direction. However, we ought to
check that this function satisfies the definition of a periodic function.
Definition 2.4.3 states that f is periodic with period 2 if f(x) = f(x + 2)
whenever x is in the domain of f. This means that the function g
defined by g(x) = f(x + 2) is the same as the function f. Recall that
the graph of g is the graph of f shifted to the left by 2 units. Hence
saying that “f is periodic with period 2” is the same as saying that
“when we shift the graph of f to the left by 2 units we get the same
graph as before the shift.” We can see from Figure 2.4.4 that shifting
(0.58,3) (1.42,3)
(1,2.28)
(0,1) (2,1)
x
-4 -3 -2 -1 1 2 3 4
Figure 2.4.4: A periodic function y = f(x).
the graph of f to the left by 2 units results in the same exact graph
which is why f is periodic.
We note that it seems, at first glance, that the function f in Fig-
ure 2.4.4 could be of period 4. After all, if you shift the graph of f to
the left by 4 units you will obtain the same graph. However, Defini-
tion 2.4.3 requires that the period of f be the smallest number p such
that a horizontal shift by p does not change the graph of f. Thus the
period of f cannot be p = 4 since p = 2 works just fine.
(2.4.5) Example . The graphs of four functions are shown

below. Which are periodic functions?
y y
(-1.25,1) (0.75,1)
x x
a. The graph of y = f(x). b. The graph of y = g(x).
y y
x x
-1.5 -0.5 0.5 1.5
c. The graph of y = p(x). d. The graph of y = q(x).

Solution:
a. The function f is a periodic function. If you shift the

graph of f to the left by 1 unit then you get the same
exact graph. It follows that f is periodic with period 1.
Answer: f is periodic.
b. The function g is not a periodic function. You can see

that if you shift the graph of g to the left by anything
it can’t be the same graph. This function looks like it
could be periodic because it is visually repetitive, but it
is not.
Answer: g is not periodic.
c. The function p is not a periodic function. Imagine any

horizontal shift of the graph of p; certainly it will be
different than the original graph.
Answer: p is not periodic.
d. Functions with gaps in their domain can be tricky. How-

ever, be sure to note that periodic functions only require
that q(x) = q(x + p) when x is in the domain of q. Thus
domain gaps don’t preclude a function from being peri-
odic. Notice that if the graph of q is shifted to the left by
1 unit then the graph is unchanged, hence q is periodic
with period 1.
Answer: q is periodic.
There is one thing about which we need to be careful when decid-

ing if functions are periodic from their graphs. Consider the graph of
y = f(x) shown in Figure 2.4.6. Whenever we graph a function whose
domain is all real numbers we must truncate the graph somewhere
and the choice of where to truncate the graph can make a function
look periodic even if it is not periodic. In Figure 2.4.6 we see two dif-
ferent views of the same function. When we look at f on the interval
[−2.5, 2.5] then f looks periodic but when we look at f on the inter-
val [−7, 7] it looks like f is not periodic. In fact it is impossible to tell
without any knowledge of the rest of the function.
It is important to understand that this can be a tricky issue, but you
shouldn’t worry out about it while reading these notes. When you are
asked to use the graph of a function to determine whether or not it is
periodic, you can assume that the graph continues in either direction
as expected.
y
3
2
y
3 1
2
1 x
-7 -6 -5 -4 -3 -2
-7
-1 -6
1 2
-5
3 4
-4
5
-3
7
x -2 -1 1 2 3 4 5 6 7
-1
6
-1
-2
-3 -2
Figure 2.4.6: A function that looks periodic in one view-3but does not look
periodic in another view.
Our approach to this point has been largely graphical. Example 2.4.7
shows that periodic functions can be expressed without a graph. It is
often very difficult to express a periodic function with an equation.
However, in order to define a periodic function it is sufficient to de-
fine it on one period. That is, in the event that f is a periodic function
with period p and we can use an equation to express f on some in-
terval of the form [a, a + p) then that single period defines the rest of
the function. Such a function is described in Example 2.4.7.
(2.4.7) Example . A function f is periodic with period 5. Ad-

ditionally, whenever x ∈ [−2, 3) we have
f(x) = −x2 − 2x + 3 (2.4.8)
a. Find f(1).
b. Find f(−6).
c. Find f(5).
d. Find all of the roots of f.
Solution:
a. Since 1 ∈ [−2, 3) we can use Equation 2.4.8 to calculate

f(1) = −(1)2 − 2(1) + 3 = 0.
Answer: f(1) = 0
b. It is tempting to use Equation 2.4.8 to calculate f(−6)

but this can’t be done as −6 ∈ / [−2, 3). However, since f
is peridodic with period 5 we have that f(x) = f(x + 5)
for any value of x. If we let x be −6 then f(−6) = f(−1).
This is useful because −1 ∈ [−2, 3) which means we can
use Equation 2.4.8 to calculate f(−1) and hence f(−1) =
−(−1)2 − 2(−1) + 3 = 4. It follows that f(−6) = f(−1) =
4.
Answer: f(−6) = 4
c. Again, we cannot use Equation 2.4.8 since 5 ∈ / [−2, 3).

However, f(0) = f(0 + 5) = f(5) since f is periodic of
period 5. Since 0 ∈ [−2, 3) we can use Equation 2.4.8 to
calculate f(0) = 3 and hence f(5) = f(0) = 3.
Answer: f(5) = 3
d. To find all of the roots of f we first find the roots which

lie in [−2, 3). On that interval f is given by Equation 2.4.8.
By setting f(x) = 0 on that interval and factoring we get
0 = −x2 − 2x + 3
0 = −(x + 3)(x − 1)
and hence x = −3 or x = 1. But Equation 2.4.8 is only

valid on [−2, 3) and −3 ∈ / [−2, 3) which means that (1, 0)
is a root but (−3, 0) is not a root. Thus the only root in
the interval [−2, 3) is the point (1, 0).
Now f has period 5 which means that the rest of the
graph is obtained by shifting the graph on [−2, 3) to the
left and the right indefinitely. Hence all of the roots of f
are just shifts of (1, 0) by multiples of 5 in the x-direction.
That is, (1 + 5, 0) is a root, (1 + 2 · 5, 0) is a root, and so
on. Finally, all of the roots of f are of the form (1 + 5n, 0)
for integers n.
Answer: (1 + 5n, 0) for integers n.
In order to clarify, the graph of the function y = f(x) is

shown below on the interval [−10, 10].
x
-10 -7 -5 -2 3 5 8 10
Example 2.4.7 states that the roots of this function are points (1 +
5n, 0) for integers, n. Remember that integers refers to both positive
and negative whole numbers.
There is an important point in Example 2.4.7 that needs to be re-

inforced. Reconsider the function f defined in Figure 2.4.4. Suppose
we want to solve the equation f(x) = k for some real number k. This
is the same as asking the x-values of the points at which the graphs
of y = k and y = f(x) intersect. Consider specifically the solutions
to f(x) = 0.5. The graphs of y = f(x) and y = 0.5 are both shown in
Figure 2.4.9. You can see that these two lines do not intersect at all so
f(x) = 0.5 has no solutions.
y
y = f(x)
y=3
y = 1.5
y=1
(0.19, 1.5) (1.81, 1.5)
y = 0.5
x
-4 -3 -2 -1 1 2 3 4
Figure 2.4.9: The function y = f(x) in Figure 2.4.4 and the horizontal lines
y = 0.5 and y = 1.5.
Now consider the solutions to f(x) = 1.5. As you can see in Fig-
ure 2.4.9, this equation is much more interesting. The solutions are
the x-values of the points at which y = f(x) and y = 1.5 intersect. In
the figure, we see that there are plenty of these. In fact, there are an
infinite number of them. It seems like a daunting task to find them
all, but luckily we can handle it precisely because f is periodic.
Look at any one period of f. That is, consider any interval of the
form [a, a + 2) for a real number a. For convenience, we’re going
to use a = 0 and look at [0, 2) since that was the period we were
examining earlier. In Figure 2.4.9 we see that the only two solutions
to f(x) = 1.5 on [0, 2) are x = 0.19 and x = 1.81. Now remember that
the entire graph of y = f(x) is determined by the graph of y = f(x) on
the interval [0, 2). It follows that f(0.19 + 2n) = 1.5 for every integer,
n, and that f(1.81 + 2n) = 1.5 for every integer, n. Furthermore, these
can be the only solutions because otherwise there would be more
on [0, 2). We’ve now determined that all of the values of x such that
f(x) = 1.5 are
x = 0.19 + 2n and x = 1.81 + 2n for integers, n.
You can see in Figure 2.4.9 that every solution to f(x) = 1.5 is a mul-
tiple of 2 units away from one of the two that are in [0, 2). That shift
of 2n for some integer, n, is what accounts for the 2n in our list of
solutions.
We can generalize this procedure to any periodic function. Let f
be some periodic function with period p. Suppose we want to solve
f(x) = k for some real number k. Then there are either zero solutions
or an infinite number of solutions. If there are an infinite number of
solutions and we know all of the solutions on a single period, then
all of the solutions are obtained by adding pn to those solutions for
integers, n.
(2.4.10) Example . Let f be a periodic function with period

10 such that
f(x) = x3 − x + 5
whenever −5 6 x < 5. Find all of the values of x such that
f(x) = 5.
Solution:
We first need to find all of the solutions on a single period
of f. This will be easiest if we look at the period [−5, 5) since
we know the definition of the function on that period. If x
is a value in [−5, 5) such that f(x) = 5 then we know that
f(x) = x3 − x + 5 so
5 = x3 − x + 5
0 = x3 − x
0 = x(x + 1)(x − 1)
and hence x = −1, x = 0, or x = 1. These account for all of the

solutions to f(x) = 5 on the interval [−5, 5). Since this interval
accounts for one whole period of f and f has a period of 10,
we know that all of the solutions to f(x) = 5 can be found by
adding 10n to the ones that we already have for integers, n.
Thus all the solutions are
−1 + 10n, 10n, and 1 + 10n for integers, n.
Answer: −1 + 10n, 10n, and 1 + 10n for integers, n.
The answer in Example 2.4.10 was, unfortunately, an infinitely long

list of numbers. We certainly cannot list all of these numbers, so we
are forced to include a variable, n, in our answer. There simply is no
better way to write this list of numbers.
(2.4.a) Practice Exercise . The function Q is periodic with

period 30 and
2
Q(t) = 100e−0.01t
for all values of t where −15 6 t 6 15.
(i) Find Q(5).
(ii) Find Q(−50).
(iii) Find Q(25).
(iv) Find all real numbers t such that Q(t) = 10.
Round all answers to two decimal places.
We finish the theory by introducing two definitions.
(2.4.11) Definition . Let f be a periodic function. If M is

the maximum of f and m is the minimum of f then
• the midline of f is the horizontal line defined by y =

1
2 (M + m) and
• the amplitude of f is 12 (M − m).
From a graphical standpoint, the midline of a function is the hori-

zontal line which is half way between the top and bottom of the graph
of the function. The amplitude of the function is then the vertical dis-
tance between the midline and the maximum of the function.
Let’s revisit the example with which we started the section. Fig-
ure 2.4.12 shows the graph of the function y = f(x) that is also shown
in Figure 2.4.4. Recall that the function f is periodic with period 2.
y
(0.58,3) (1.42,3)
1
y=2
(0,1) (2,1)
x
-4 -3 -2 -1 1 2 3 4
Figure 2.4.12: A periodic function y = f(x).
We see that the maximum value of f is 3 and that the minimum

value of f is 1. According to the definition we then have that the
midline of f is the line y = 12 (3 + 1) or y = 2 and the amplitude is
1
2 (3 − 1) = 1. The line y = 2 is graphed in Figure 2.4.12. From the
graph we see that the midline is the horizontal line which is half way
between the maximum and the minimum of the graph. Notice that
the midline is both 1 unit from the maximum and 1 unit from the
minimum and that the amplitude is precisely 1.
(2.4.b) Practice Exercise . A periodic function y = T (x) is

graphed below. Find the period, amplidute, and midline of T .
y
x
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1
-2 y = T (x)
-3
Applications
To this point we have only defined periodic functions and have not
yet addressed any mathematical questions. Hence we can only look
at some examples of periodic functions.
(2.4.13) Example . An aircraft carrier in the pacific ocean

has been observing a lighthouse on the coast. The spotlight
in the lighthouse has a luminosity of 1,500,000 lm (the unit lm
stands for lumens). However, since the spotlight is spinning
its luminosity appears to fluctuate from the carrier’s point
of view. The carrier finds that t seconds into a day the light-
house’s brightness appears to be B(t) percent of its maximum
brightness. Since the spotlight spins at a constant rate, B is a
periodic function. On one period of B – say the interval [0, p)
where p is the period – the graph of y = B(t) looks like the
following:
y = B(t)
t
p
The value of p depends on the speed at which the spotlight

is spinning. When t = p we have that the spotlight is facing
directly away from the carrier and when t = p2 we have that
the spotlight is facing directly toward the carrier.
(2.4.14) Example . A cardiologist finds a function f which

describes the velocity of blood flow in a certain artery when
a patient’s heart rate is 60 bpm. The cardiologist turns on the
monitoring equipment and t seconds later the blood flow is
f(t) cm/s. The velocity of the blood peaks shortly after every
heart beat so the function f is periodic with period 1. The
graph of y = f(t) on [0, 2) is shown below:
y
200
y = f(t)
y = 125
50
t
1 2
The maximum value of f is 200 and the minimum value of f

is 50. It follows that the midline is the line y = (200 + 50)/2 or
y = 125 and the amplitude of f is (200 − 50)/2 = 75. We see
that the midline is vertically centered on the velocity function
(although it is not exactly the average) and that the amplitude
describes how far away from the midline the velocity function
can get.
(2.4.15) Example . This example describes a function f which

is important in theoretical mathematics. For each real number
x let n be the largest integer which is smaller than or equal
to x. For example if x = 5.6 then n = 5. Then define f such
that f(x) = x − n. This function is not as complicated as it
sounds. For example, f(5.6) = 5.6 − 5 = 0.6, f(1.7) = 0.7, and
f(11/5) = 1/5. We sometimes call f(x) the fractional part of x.
Then f is periodic with period 1. The graph of y = f(x) on
[0, 4) is shown below:
y
y = f(x)
x
1 2 3 4
We will see many more examples of periodic functions as the text

progresses.
Homework Assignment
y
2.4.1. True or False: The graph below is the
graph of a periodic function.

y

y


y
a.) What is the amplitude of f?
b.) What is the midline of f?
c.) Find f(−107).
x 2.4.13. A function g is periodic of period 100.
Whenever 0 < x 6 100 we have that
g(x) = log(x).
a.) Find g(0).
b.) Find g(200).
graph of a periodic function. c.) Find g(−10).
y
d.) Find all of the zeros of g.
2.4.14. Find the midline, amplitude, and period of

the function y = f(x) graphed below.
y
x
1
x
-1 1 2 3 4 5 6 7 8
-1
-2
-3
-4
-5
2.4.9. A function f is periodic of period 9. If
-6 y = f(x)
f(4) = 12, f(2) = 3, and f(−8) = 20, find
f(20).
2.4.15. Below is the graph of a periodic function,
2.4.10. A function f is periodic with period 11. If
y = f(x).
√ f(6) = −7, f(14) = 10, and
f(2) = 2π,
f(18) = 7, find f(28). y
3
2.4.11. The function g is periodic with period 2
and g(x) = x3 whenever x is in [1, 3). 2
a.) Graph y = g(x). Be sure to include at 1

y = f(x)
least two entire periods of the x
-3 -2 -1
function. Hint: Start by graphing the 1 2 3
-1
function on [1, 3) and then translate that
section of the graph. -2
b.) Find g(2).

a.) What is the midline of f?
c.) Find g(4).
b.) What is the amplitude of f?
d.) Find g(−2.5).
c.) What is the period of f? Hint: Look at
e.) Find g(3).
points that lie on the midline.
2.4.12. Suppose that f is a periodic function with
period 100 where f(x) = −x2 + 100x − 1200
whenever 0 6 x 6 100.
Challenge Problems
(2.4.c1) Challenge Problem . Adding periodic functions is a curi-

ous business. Let f and g be two periodic functions with period, p. If
x is any value in the domain of f + g then
(f + g)(x + p) = f(x + p) + g(x + p) = f(x) + g(x) = (f + g)(x)
since both f and g have period p. We have just shown that
(f + g)(x + p) = (f + g)(x)
for all values of x in the domain of f + g which makes it seem like

f + g is periodic with period p. Not so fast. It is actually possible to
add two periodic functions and get a function which is not periodic.
For example, if it happens that g = −f then f + g is a constant function
which is not periodic. However, if f + g is not a constant function then
it is always periodic. It is not the case, though, that f + g needs to have
a period of p. The graphs below show two periodic functions, f and
g, with period 2 whose sum has period 1.
y
y = (f + g)(x)
y = f(x)
y = g(x)
x
2 4 6 8
If f and g are periodic functions with a period of p and f + g is peri-

odic function (that is, not a constant function) with period q then we
p
know two things: q is less than p and q is an integer. This is all very
complicated and is, quite frankly, an unnecessary pain. It is usually
good enough to know that if f and g are periodic functions with a
period of p then p is the largest possible period of f + g.
a. Let f be a periodic function with a period of 1 and let g be a

periodic function with a period of 2. What is the largest possible
period of f + g?
b. Let f be a periodic function with a period of 2 and let g be a

period of f + g?
c. Let f be a periodic function with a period of 4 and let g be a

period of f + g?
d. Let f be a periodic function with a period of p and let g be a pe-

riodic function with a period of q. If p and q are both integers,
what is the largest possible period of f + g? There is a mathe-
matical term for this but it is enough to describe it in words.
e. It is not the case that the sum of two periodic functions must
either be a periodic function or a constant function. That is, if f
and g are periodic then f + g might be neither periodic nor con-
stant. Find an example of such a thing; find a periodic function
f and a periodic function g such that f + g is neither periodic
nor constant. Hint: There are a lot of answers to this question. The
functions that you use for f and g do not need to be terribly compli-
cated.
3
T R I G O N O M E T RY I N C I R C L E S
AND TRIANGLES
Trigonometry is the area of geometry that is concerned with the study

of angles and triangles. In this chapter we introduce the foundations
of trigonometry and some of its introductory applications. With the
exception of Section 3.1 this chapter covers the content of Chapter
7 in College Algebra and Trigonometry for the University of Oregon, by
Connally et al. [4]
77
78 trigonometry in circles and triangles
3.1 basic geometry

The material does not correspond to a section in Functions Modeling
Change [4]
This section does not correspond to a section in Connally et al.’s

text. Most of this material is meant to be a rigorous introduction to
the basic termonology of trigonometry. It is suggested that students
read this section but it is provided mostly as a reference for the rest
of the chapter.
Definitions
The most common way to measure the position of something is by

using a distance. The height of a building might be measured in feet,
the diameter of a car tire might be measured in inches, and the dis-
tance between two cities might be measured in miles. However, in
order to describe how to aim a model rocket, the incline of a road, or
perhaps the way that a Ferris wheel spins, distance is not enough; for
these things we need to use angles.
At this point it is likely that you have a good, intuitive understand-
ing of an angle. Mathematics, however, demands precision in its defi-
nitions. It takes a couple of steps to define angles and how to measure
them.
(3.1.1) Definition . If p is a point in the plane, a ray ema-

nating from p is a segment of a straight line which starts at
p and goes off indefinitely in one direction.
Figure 3.1.2: Three examples of a ray.
Figure 3.1.2 shows some examples of rays. Note that the rays shown
in Figure 3.1.2 are drawn as arrows but a ray actually extends off
indefinitely in the direction that the arrow points. Unfortunately there
is no better way to draw a ray. This is similar to the way we often draw
lines except that lines go off indefinitely in both directions.
3.1 basic geometry 79
(3.1.3) Definition . An angle is the geometric object that is

formed by two rays emanating from the same point. Specifi-
cally an angle is the rotation about the point required to move
one of the rays to the other. The point from which the rays em-
anate is called the vertex of the angle and the rays are called
the legs of the angle.
It is important to be careful when using rays to indicate an angle. Actually, two rays
Figure 3.1.4a shows two rays emanating from the same point which define more than
just two angles.
forms an angle. However, those two rays actually form two different
There will be more
angles which are shown in Figure 3.1.4b and Figure 3.1.4c. Sometimes on this later.
a small arc of a circle will be used to indicate which angle is being
considered when there is confusion. Other times, when the angle is
labeled, we simply put the label where the arc would go as with
angles A and B in Figure 3.1.7b.
(a) Rays forming (b) One possible (c) Another

two angles. angle. possible angle.
Figure 3.1.4: Different angles can look the same.
(3.1.5) Definition . We define a right angle to be the

smaller angle formed by two perpendicular rays.
(3.1.6) Definition . Two angles are said to be adjacent if

they share a vertex and a leg.
A
B
(a) A right angle. (b) Adjacent angles.
Figure 3.1.7: Examples of angle types.
Figure 3.1.7a shows an example of a right angle while the angles A A small square (as
in Figure 3.1.7a)
will be used to
indicate right
angles.
and B in Figure 3.1.7b demonstrate two adjacent angles. In order to

use and analyze angles we need to be able to measure them.
The unit most commonly used to measure angles is the degree.
Definition 3.1.9 gives the precise definition below but when thinking
about measuring angles in degrees, it is easier to think about a pro-
tractor. A protractor is generally a circular, transparent piece of plastic
with measurement markings on it and it is used to measure angles
which are made at the vertex of two rays.
Figure 3.1.8 shows a protractor measuring an angle A which mea-
It is important that sures 58 degrees; we write this as 58°. This is done by first placing the
one always puts the center of the protractor on the vertex of the angle and then by lining
◦ symbol on degree
up the 0° marking with one of the legs. We then look at where the
measures as degrees
are not the only way other leg falls on the protractor and that tells us the degree measure
to measure angles. of the angle. In Figure 3.1.8 we see that the second ray falls under the
58° marking which tells us that the angle is 58°.
100 80
0 60
12
0
40
14
100 80
160
20
0 A
60
12
180
0
340
200
0
40
20
14
32
2
0 30
24 280 0
260
160
20
Figure 3.1.8: A protractor measuring a 58° angle.
As mentioned before, mathematics requires precision. Below is a A

precise definition of degree measure.
180
0
(3.1.9) Definition . A degree is a unit of measure for an-
gles. An angle which corresponds to no rotation at all has a
340
200
degree measure of zero which we write 0° and a right angle

has a degree measure of 90 which we write as 90°. We then
define all other angle measures linearly from those two mea-
surements.
20
3 2
2
The last sentence in the definition of degrees simply means that you
0 30
can add angle measures as you might expect. If something first rotates
24 280 0
260
by 35° and then rotates by 25° it seems natural that the total rotation
would be an angle of 60° and this is indeed the case. More precisely,
two adjacent angles form a larger angle and the degree measure of
the larger angle is obtained by adding the degree measures of the
smaller angles; this is shown in Figure 3.1.10. You shouldn’t think too
hard about this definition; there is nothing deep or complicated about

degree measure.
25° 60°
35°
Figure 3.1.10: How angles add.
Figure 3.1.12 shows a few examples of angles and their degree mea-
sures. Definition 3.1.3 stipulates that the legs of an angle should be
rays but using line segments instead of rays will suffice. We now
proceed to develop some language with which we can refer to some
important types of angles.
(3.1.11) Definition .
• An angle whose measure is larger than 0° but smaller

that 90° is called an acute angle.

than 180° is called an obtuse angle.

than 360° is called a reflex angle.
• Two angles are called complementary when their mea-

sures sum to 90°.
• Two angles are called supplementary when their mea-

sures sum to 180°.
Figure 3.1.12c gives an example of a 60° angle which, by definition,

is an acute angle and Figure 3.1.12d gives an example of a 135° angle
which is an obtuse angle. In each of those examples the angle that
is not indicated - a 300° angle in Figure 3.1.12c and a 225° angle
in Figure 3.1.12d - is a reflex angle. Figure 3.1.12a is an example of
two complementary angles and Figure 3.1.12b shows an example of
supplementary angles.
Note that, when drawn adjacent as in Figure 3.1.12b, two supple-
mentary angles together make a straight line. When two rays emanat-
ing from a vertex form a 180° angle they look like a straight line. As
a rotation we think of an angle of 180° as turning to face the opposite
direction. Hence an angle of 360° is two 180° angles in a row so that,
as a rotation, 360° is turning around until you’re back where you started.
45°
45° 105° 75°
(a) Two 45° angles. (b) Supplementary angles.
60° 135°
(c) A 60° angle. (d) A 135° angle.
Figure 3.1.12: Examples of angle measures.
Later in the chapter we will make sense of angles larger than 360° but
for now we assume that all angles are between 0° and 360°.
Example 3.1.14 uses the letter θ. This is one of 24 letters in the
greek alphabet. Greek letters are often used to denote angles. The
entire greek alphabet is shown in Table 3.1.13.
letter name letter name letter name
A α alpha I ι iota P ρ rho

B β beta K κ kappa Σ σ sigma
Γ γ gamma Λ λ lambda T τ tau
∆ δ delta M µ mu Υ υ upsilon
E epsilon N ν nu Φ φ phi
Z ζ zeta Ξ ξ xi X χ chi
H η eta O o omicron Ψ ψ psi
Θ θ theta Π π pi Ω ω omega
Table 3.1.13: The Greek alphabet.
(3.1.14) Example . Find the angle θ below.

Solution:
As drawn, the two angles in the diagram are supplemen-
tary since they form a straight line when drawn with a shared
leg. That means that 135° + θ = 180° so that θ = 45°.
Answer: θ = 45°
Before we move on from angles there is one last type of example

that we need to explore. These are simple calculations but it is impor-
tant that we are proficient in them as they are crucial throughout the
rest of the notes.
(3.1.15) Example . Find each of the six angles shown below.

Assume that angles which look like right angles are, in fact,
right angles.
60° θ φ
γ
45°
70°
235° 140°
310° β
δ α
Solution:
It is difficult to explain how to do these in general. We know
that angles add and we know a lot of angles whose measure
are 90°. These allow us to set up simple equations and solve
for the desired angles.
θ: From the diagram we see that 90° + 60° = θ so that

θ = 150°.
Answer: θ = 150°
φ : From the diagram we see that 180° + 45° = φ so that

φ = 225°.
Answer: φ = 225°
γ: From the diagram we see that γ + 70° = 360° so that

γ = 290°.
Answer: γ = 290°
δ: From the diagram we see that 180° + δ = 235° so that

δ = 55°.
Answer: δ = 55°
α: From the diagram we see that 310° + α = 360° so that

α = 50°.
Answer: α = 50°
β: From the diagram we see that 140° + β = 180° so that

β = 40°.
Answer: β = 40°
We now introduce triangles which, along with angles, will form the
basis of the study of trigonometry. Note that Definition 3.1.16 intro-
duces a lot of terminology but in reality the definition of a triangle is
exactly what one expects it to be.
(3.1.16) Definition . A triangle is a polygon with three

sides, i. e. a shape which is made up of three straight lines.
Every two of these sides intersect in one place which we call
a vertex. At each vertex, the smaller of the two angles made
by the intersection of the sides is called an interior angle of
the triangle. For each vertex (or interior angle), the opposite
side to that vertex (or interior angle) is the side which does
not intersect at that vertex.
• A triangle is called an obtuse triangle if one of its

interior angles is an obtuse angle.
• A triangle is called an acute triangle if all of its inte-

rior angles are acute.
• A triangle is called a right triangle if one of its inte-

rior angles is a right angle. In a right triangle, the oppo-
site side to the right angle is called its hypotenuse and
the other two sides are called its legs.
• A triangle is called an isosceles triangle if two of its

angles have the same measure.
• A triangle is called an equilateral triangle if all of

its angles have the same measure.
Figure 3.1.17 demonstrates some of the types of triangles in Defini-

tion 3.1.16.
(a) A right triangle. (b) An acute triangle. (c) An obtuse triangle.
Figure 3.1.17: Examples of different types of triangles.
The last thing we are going to introduce at this point is the unit
circle. The unit circle introduced in Definition 3.1.18 will provide us
with a valuable tool in the study of angles.
(3.1.18) Definition . The unit circle is the circle of radius

1 centered at the origin of the xy-plane.
We are interested in the unit circle because it allows us to do cal-

culations with angles. Inscribed angles are the devices that are used
for those calculations. Figure 3.1.20 demonstrates the terms in Defini-
tion 3.1.19. The inscribed angles are shown in red and the inscription
points are shown in blue.
(3.1.19) Definition . An angle is called an inscribed an-

gle if its vertex is at the center of the unit circle, one of its
legs is along the positive x-axis, and the other leg is oriented
counterclockwise from the positive x-axis. The leg which is
not along the positive x-axis is called the terminal leg and
the point at which the terminal leg intersects the unit circle is
called the inscription point.
120° 225°
60°
(a) A 60° angle. (b) A 120° angle. (c) A 210° angle.
Figure 3.1.20: Some examples of inscribed angles (in red) according to

Definition 3.1.19. Inscription points are shown in blue.
Normally angles are drawn with two rays emanating from a vertex
as in Figure 3.1.20 but when drawing inscribed angles we will make a
few adjustments. We only need to draw the terminal leg as the other
leg is assumed to be along the x-axis and the terminal leg is drawn as
a line segment ending in the inscription point. Also, when drawing
angles we often use a small arc of a circle to indicate the angle of
interest. To indicate that we are actually using an inscribed angle we
attach a small arrow to the end of the arc. These differences are shown
in Figure 3.1.21.
120° 225°
60°
Figure 3.1.21: The same inscribed angles as in Figure 3.1.20 but with the
appropriate decoration.
Inscribed angles, by definition, are drawn in the unit circle. How-

ever, we will be working with other angles that are drawn in the
unit circle and it is important to be able to recognize the difference
between those that are inscribed angles and those that are not. Re-
member that according to Definition 3.1.19 an inscribed angle must
have one leg along the positive x-axis and the other oriented counter-
clockwise from the positive x-axis.
120° 225°
60°
135°
(a) A 120° angle and a (b) A 225° angle and a

60° angle. 135° angle.
Figure 3.1.22: Various angles in the unit circle. Inscribed angles are in red
and angles which are not inscribed angles are in black.
Figure 3.1.22 shows some inscribed angles and some angles that
are not inscribed angles. In Figure 3.1.22a the 60° angle is not an
inscribed angle because neither of its legs are along the positive x-
axis. In Figure 3.1.22b the 135° angle is not an inscribed angle because
while one of its legs is along the positive x-axis, the second leg is
oriented clockwise from the positive x-axis.
Not all angles drawn in the unit circle are inscribed angles but
given any angle we can draw it in the unit circle as an inscribed angle
if desired. This could be done by using a protractor to draw an angle

whose vertex is at the center of the unit circle and whose rotation
is the desired degree measure oriented counterclockwise from the
positive x-axis. Figure 3.1.23 shows a 58° inscribed angle. Compare
this with Figure 3.1.8.
58°
Figure 3.1.23: A 58° inscribed angle.
Early Results
At this point we have defined a large portion of the terminology re-

quired to talk about triangles and angles. We now turn to finding
some basic relationships in triangles.
(3.1.24) Lemma . The internal angles of a triangle sum to

180°.
(3.1.25) Example . Find θ below
71°
63° θ
Solution:
Let A be the angle supplementary to θ; that is, the third
interior angle in the triangle. Then, by Lemma 3.1.24, we have
that
A + 63° + 71° = 180°
and hence A = 46°. Then, since θ and A are supplementary,
we have that
180° = A + θ = 46° + θ.
It follows that θ = 134°.
Answer: θ = 134°
The result in Lemma 3.1.24 is simple but it is quite lucrative. Con- See
Definition 3.1.11 for
the definitions of the
types of triangles
sider a right triangle whose interior angles measure 90°, B, and C.

Then Lemma 3.1.24 tells us that 90° + A + B = 180° so that A + B =
90°. Since no angles in a triangle can be 0° it must be that both A and
B are smaller than 90°. This means that in a right triangle the two
angles which are not right angles must be acute.
An obtuse triangle has one angle which is larger than 90° which
means that if the other two angles are A and B then A + B < 90° so
that both A and B are acute angles. You will note that in the definition
of obtuse triangles we were careful to say that a triangle is obtuse if
one of its angles are obtuse. That definition is motivated by the fact
that if one angle in a triangle is obtuse then the other two must be
acute.
(3.1.26) Lemma . Consider a triangle and fix a given side;

call it the base. The height of the triangle relative to that base
is the shortest distance between the line containing the base
and the vertex opposite to it. Then the area of the triangle is
1
2 bh where b is the length of the base and h is the height of
the triangle.
Lemma 3.1.26 allows us to calculate area based on the choice of

a base. However, there are three sides so which base do we choose?
The answer is that it doesn’t matter. Any choice of a base and a cor-
responding altitude will give the same area calculation. The next con-
The height of a sideration is then how to find the height. Once a base has been chosen,
triangle is called the find the vertex opposite the base. To find the shortest distance from
altitude in some
the vertex to the line containing the base, draw a line from that vertex
texts.
which is perpendicular to the line containing the base; it might not
be inside of the triangle. The length of the line is then the height.
Figure 3.1.27 shows the three choices of base and height. Each side
is a different color and the corresponding height is drawn in the same
color.
Figure 3.1.27: Bases and altitudes of a triangle.

(3.1.28) Example . A farmer is planting crops in a square

area of field which is 200 m wide on each side. She wants to
dedicate a triangular section of this area for corn. One side of
the triangle will be one entire side of the square. She plans
on putting the vertex opposite that side somewhere along the
side of the square which is parallel to the first side of the
triangle. This layout is shown below.
200 feet
200 feet
The large square is the entire garden and the yellow triangle
is the section dedicated to corn. What is the area of the section
to be dedicated to corn?
Solution:
At first it seems as though not enough information is given
in the problem since the precise location of one of the vertices
is not given. However, it turns out that it doesn’t matter. We
designate the base of the triangle as the side which is shared
with the square. From a theoretical standpoint it doesn’t mat-
ter which side is chosen as the base but oftentimes a clever
choice will make the problem significantly easier. The length
of the base is 200 m so all that’s left to do is to find the height.
Call the vertex which is not on the base p. Then the height
is the shortest distance from p to the base which is certainly
200 m regardless of where p is placed along the top edge of
the square. It follows that the area of the triangle is given by
1 1
bh = (200)(200) = 20000.
2 2
Thus the area of the triangle is 20,000 m2 .
Answer: 20,000 m2
Lemma 3.1.26 was introduced because it is required in the proof

of Theorem 3.1.29 and because we will use area calculations in a few
examples. The Pythagorean Theorem below, however, is essential to
our study of trigonometry. It is a beautiful theorem whose proof is
included because of its elegance. Students can skip the proof if they’d
like, but it is very interesting.
(3.1.29) Theorem (The Pythagorean Theorem). In a right tri-

angle whose legs have length a and b and whose hypotenuse
has length c,
a2 + b2 = c2 . (3.1.30)
Proof. Consider an arbitrary right triangle as shown below.

B c
a
A
b
I now wish to arrange four copies of the above triangle into a square.
a b
B θ A
a
c B
θ
b c
A A
c b
θ
B c
a
A θ B
b a
Now consider the angle θ as drawn above. Since the edges of the
outer-most square are straight lines,
θ + A + B = 180° (3.1.31)
But then, by considering one of the individual triangles, we have that
A + B = 90° (3.1.32)
by Lemma 3.1.24. Combining Equation 3.1.31 and Equation 3.1.32 we

have that θ = 90° so that the blue shape is a square.
Let S be the area of the outermost square. On one hand the area of
a square is the square of one of its sides so
S = (a + b)2 = a2 + 2ab + b2 . (3.1.33)
On the other hand we can find S by adding the areas of the shapes
inside it. The outermost square consists of four yellow triangles which
have area 12 ab by Lemma 3.1.26 and the blue square which has area
c2 . Therefore
1
S=4 ab + c2 = 2ab + c2 . (3.1.34)
2
By combining Equation 3.1.33 and Equation 3.1.34 we have that
a2 + 2ab + b2 = 2ab + c2 . (3.1.35)

After subtracting 2ab from each side of Equation 3.1.35 we have Equa-
tion 3.1.30.
The Pythagorean Theorem is a beautiful and somewhat surprising

result. There are records indicating that the Pythagorean Theorem
was known to the Chinese in the 500s BC, the Indians in the 800s
BC, the Babylonians in the 1000s BC, and even by the Sumarians as
early as the 2000s BC. However, mathematical legend suggest that it
was not proven until Pythagoras in the late 500s BC. Unfortunately Pythagoras was a
Pythagoras refused to allow any of his teachings and results to be person and the
people who studied
recorded in writing so we can never know for sure, but it is suspected
under him were
that the proof Pythagoras produced was very geometrical in nature, called Pythagoreans.
much like the one provided above.
(3.1.36) Example . Find c below.
c
3
Solution:
Note that the above triangle is a right triangle so that the
Pythagorean Theorem applies. According to the language of
Theorem 3.1.29 we have that a = 3 and b = 4 (or the other
way around - this choice is arbitrary). Then, after substituting
into Equation 3.1.30, we have
3 2 + 4 2 = c2
and hence c2 = 25 so that c = ±5. But, of course, c is the

length of a side of a triangle so that it cannot be negative.
Therefore c = 5.
Answer: c = 5
Example 3.1.36 mentions in the solution that the triangle involved

is a right triangle. It is important that the Pythagorean Theorem is
only applied to right triangles. Notice, also, that all three sides of
the right triangle in Example 3.1.36 have integer lengths. Any set of
three integers which satisfy Equation 3.1.30 are called Pythagorean
triples.
(3.1.37) Example . Find b below.

4
2
Solution:
Since the triangle is a right triangle we can apply Theo-
rem Thus 22 + b
√ 3.1.29. √
2 2 2
√ = 4 and b = 12. Finally b =
± 12 = ±2 3 so√b = 2 3 since b is the length of a line.
Answer: b = 2 3
(3.1.a) Practice Exercise . Find the area of the outermost

triangle shown below. Hint: You will need the Pythagorean Theo-
rem. What should your base and height be?
5 in
2 in 3 in
Lemma 3.1.38 and Lemma 3.1.40 are presented solely for reference;
no examples will be done with them and there will be no exercises
using them. They are technical results that will be useful in passing
later in the chapter.
(3.1.38) Lemma . In any triangle, the largest side is opposite

the largest angle and the smallest side is opposite the smallest
angle.
(3.1.39) Definition . Two triangles are called similar if their

internal angles are the same.
(3.1.40) Lemma . Suppose two triangles are similar. If one of

the triangles has side lengths a, b, and c with a 6 b 6 c and
the other has side lengths x, y, and z with x 6 y 6 z then
a b c
= = .
x y z
We conclude our results in this section with Lemma 3.1.41. This is Recall
the result that will allow us to use inscribed angles to study trigonom- Definition 3.1.18 for
the definition of the
etry. It is recommended that students read the proof of this lemma as
unit circle.
it is an interesting application of the Pythagorean Theorem.
(3.1.41) Lemma . A point (x, y) is on the unit circle if and

only if
x2 + y2 = 1. (3.1.42)
That is, the graph of Equation 3.1.42 is the unit circle.
Proof. Pick an arbitrary point (x, y) on the unit circle like the one
|x|
|y|
(x, y)
Figure 3.1.43: A point on the unit circle.
Examine the triangle highlighted in yellow. Since the point is sup-

posed to be arbitrary it may be that x and y are either positive or
negative but, in either case, the lengths of the legs are |x| and |y|. Of
course, since the circle is a unit circle it has radius 1 and hence the
hypotenuse of the triangle is length 1. By the Pythagorean Theorem
it then follows that
|x|2 + |y|2 = 12
but, of course, |x|2 = x2 and |y|2 = y2 so
x2 + y2 = 1,
as desired.
In the proof of Lemma 3.1.41 we develop a triangle from the point

that was chosen. We will come to call this triangle a reference trian-
gle and is important to realize that the point (x, y) is a point whose
coordinates can be either positive or negative but that the legs of the
triangle must have positive lengths.
(3.1.44) Example . The line y = 2x + 1 and the unit circle

intersect at two points. Find them.
Solution:
This problem can be solved without the use of a graph but
a picture is always illustrative. The line y = 2x + 1 and the
unit circle are shown below. Their points of intersection are
shown in red.
From a visual inspection it looks as if one of the intersection

points is the point (0, 1) but the other is more difficult to deter-
mine. We can find them both algebraically. Suppose the point
(x, y) is one of the intersection points. Then it satisfies both
x2 + y2 = 1 and y = 2x + 1.
By plugging the second equation into the first we have that
x2 + (2x + 1)2 = 1
x2 + 4x2 + 4x + 1 = 1
5x2 + 4x = 0
x(5x + 4) = 0
and hence we have that either x = 0 or x = −0.8. These

are the x-coordinates of the two points. In order to find the
y-coordinates we need only plug the x-coordinates into the
equation y = 2x + 1. When x = 0 we have
y = 2x + 1 = 2(0) + 1 = 1
and hence (0, 1) is one of the two intersection points. That is

the point that we already expected to find. When x = −0.8
we have
y = 2x + 1 = 2(−0.8) + 1 = −1.6 + 1 = −0.6
and hence (−0.8, −0.6) is the second of the two intersection

points.
Answer: (0, 1) and (−0.8, −0.6)
(3.1.b) Practice Exercise . The line y = 13 x − 32 and the unit

circle intersect at two points. Find them.
Angles in Practice
We discussed the use of protractors to measure angles. A protractor

is a convenient tool to measure or draw angles on a piece of paper.
In industry, however, every profession has its own tool for measuring
angles.
A carpenter is working on a house and wants to know the dimen-
sions of the trusses used to hold up the roof. Trusses have the shape
of an isosceles triangle whose base is the width of the house. The
carpenter uses a tool called a pitch finder to find that the pitch of the
roof is at an angle of 32° and the floor plans tell him that the house
is 125 ft wide. These dimensions are shown in Figure 3.1.45. How do
we find the dimensions of the truss?
32°
125 ft
Figure 3.1.45: The dimensions of a truss on a house.
A surveyor is standing 60 ft away from a building and uses a the-

dolite to determine that his line of sight with the top of the building
makes an angle 65° with the ground as shown in Figure 3.1.46. How
tall is the building?
Two pilots are planning flights to two different cities from the same
airport. They use a navigational plotter to determine that their flight
paths are 60° apart. One of the planes flies 140 mi before landing in
65°
60 ft
Figure 3.1.46: A surveyor measuring the height of a building.
the first city and the other flies 100 mi before landing in the second
city as depicted in Figure 3.1.47. How far apart are they after they’ve
both landed?
City 1
140 mi
City 2
60°
100 mi
Airport
Figure 3.1.47: Two different flights.
We cannot answer these questions just yet but they are only a few
of the examples of applications of the study of trigonometry.
Homework Assignment
3.1.1. The line y = 12 x intersects the unit circle at

80°
two points. What are they? Round to two
decimal places.
3.1.2. The line y = − 21 x intersects the unit circle 80° θ

in two places. What are they? Round to
two decimal places. 3.1.10. Find the value of a below. Round your
answer to two decimal places.
3.1.3. The function f(x) = 2|x| intersects the unit
circle in two places. What are they? Round
to two decimal places. a 6
3.1.4. A right triangle has legs with lengths 4 in 5

and 6 in. What is its area?
3.1.5. A right triangle has a hypotenuse of length 3.1.11. What is the linear distance between the
10 cm. If one of its legs is twice as long as points (−3, 1) and (2, −4) in the xy-plane?
the other, find its perimeter. Leave your That is, what is the length of the line in the
answer in exact form. image shown below? Leave your answer in
exact form. Hint: Try drawing a right triangle
3.1.6. Angles θ and φ are supplementary. If φ is with the line whose length you want as the
10° larger than θ, find both angles. hypotenuse.
3.1.7. Mark goes jogging one morning. He leaves y
his house and jogs 3 mi north and he then 1
turns right and jogs 5 mi east before he
x
stops to stretch. At that point, how far -4 -3 -2 -1 1 2 3 4
-1
away from his house is he (in a straight
-2
line)? Round your answer to two decimal
-3
places.
-4
3.1.8. Dale and Betty go through a traffic light at

the same time but Dale goes straight and
3.1.12. A television set has a rectangular screen
Betty turns right. After two minutes Dale is
(assume that the corners are not rounded).
2000 yd from the intersection and Betty is
If it is 48 in wide and 27 in tall, how far
750 yd from the intersection. Assuming the
does the screen measure from corner to
roads met at a right angle and both were
corner? Round your answer to two decimal
perfectly straight, how far are Dale and
places.
Betty away from each other after two
minutes? Round your answer to two 3.1.13. Consider a right triangle whose
decimal places. hypotenuse has a length of 53 in. If one leg
is 17 in longer than the other leg, find the
3.1.9. Find the angle θ below.
perimeter of the triangle. Round your
3.1.14. The hypotenuse of a right triangle has a 3.1.16. A particular township is in the shape of a
length of 200 and the longer leg is three rectangle which is 4 mi on one side and
times as long as the shorter leg. Find the 6 mi on the other side. A hiker wants to
perimeter of the triangle. Round to two hike the longest possible distance in a
decimal places. straight line without leaving the township
so she decides to hike from the northeast
3.1.15. A pizza box is rectangular. If it is 16 in
corner to the southwest corner. How far is
wide and 18 in tall, how far does the box
her hike? Round to two decimal places.
measure from corner to corner? Round
your answer to two decimal places.
Challenge Problems
(3.1.c1) Challenge Problem . This is meant to be an exercise in

using similar triangles.
a. Two posts of heights 20 ft and 30 ft are sticking straight out

of the ground (that is, they both make right angles with the
ground). Stretch from the top of each post to the bottom of the
opposite post as shown in the diagram below. How high is point
where these two wires touch? That is, find h in the diagram.
30 ft
20 ft
b. Explain why xy = h2 in the triangle below. Note that the angle

at the top of the outermost triangle is a right angle and the line
whose length is h is a height of the triangle.
x y
3.2 the sine and cosine functions 99
3.2 the sine and cosine functions

In this section we start with the trigonometry of right triangles.

Recall from Section 3.1 that a right triangle is a triangle whose largest
interior angle is a right angle.
Motivation
Certainly right triangles do not account for all of the triangles that
arise naturally but they are a very important special case. Also, a
mastery of right triangles will allow us to study other triangles as
well.
We have already seen a result that is specific to right triangles: the
Pythagorean Theorem in Theorem 3.1.29. Given a right triangle where
two of the side length are known, the Pythagorean Theorem allows
us to calculate the length of the third side. Suppose that instead we
know the length of the hypotenuse and one of the interior angles of
this right triangle. In this section we will develop techniques to find
the lengths of the legs.
For example, consider a television. In the technical specifications
for this television it says that the screen’s diagonal measures 40 in and
that the diagonal makes a 30° angle with the bottom of the screen as
in
40
30°
Figure 3.2.1: The measurements on a television.
In this case we might want to know the length and width of the
television screen. These are the types of questions that we wish to
address in this section.
Theory
Take a moment now to review Definition 3.1.19. This includes the

definition of inscribed angles and inscription points.
(3.2.2) Definition . Let θ be an angle. Let (x, y) be the in-

scription point resulting from drawing θ as an inscribed an-
gle in the unit circle. Define the cosine function, cos, such
that cos(θ) = x and define the sine function, sin, such that
sin(θ) = y.
It is important to realize that cos and sin are functions whose inputs
are angles. If θ is an angle then to find cos(θ) and sin(θ) we place θ in
the unit circle as an inscribed angle; the resulting inscription point has
coordinates (cos(θ), sin(θ)). Figure 3.2.3 shows the values of cos(60°)
and sin(60°) on the unit circle.
(cos(60°), sin(60°))
60°
Figure 3.2.3: The point (cos(60°), sin(60°)) drawn as an inscription point on

the unit circle.
In general it is difficult to calculate values of cos(θ) and sin(θ).

A few special cases, however, can be computed easily. For example,
consider an angle of 0°. When we put 0° on the unit circle as an
inscription angle it falls on the far right-most edge of the circle which
has coordinates (1, 0). It follows that (1, 0) = (cos(0°), sin(0°)) so that
cos(0°) = 1 and sin(0°) = 0. This, along with some other inscription
angles, is shown in Figure 3.2.4. Similarly, since the inscription point
for a 180° is at (−1, 0) we have that cos(180°) = −1 and sin(180°) = 0.
The inscription points in Figure 3.2.4 allow us to calculate a few
outputs of the sin and cos functions which are shown in Table 3.2.5.
θ 0° 90° 180° 270° 360°

cos(θ) 1 0 −1 0 1
sin(θ) 0 1 0 −1 0
Table 3.2.5: Values of trigonometric functions on the axes.
Observe that the inscription points corresponding to 0° and 360°

are the same points. Consider this for a moment. An angle of 0°
means no rotation at all. Hence when we draw an angle of 0°, both
legs are in the same place. On the other hand, an angle of 360° corre-
sponds to a complete rotation, so when we draw an angle of 360° both
(0, 1)
90°
180°
(−1, 0)
(1, 0)
360°
270°
(0, −1)
Figure 3.2.4: Inscription points for 0°, 90°, 180°, 270°, and 360°.
legs are also in the same place. Thus the inscription angles for both 0°
and 360° have terminal legs on the positive x-axis which means that
both of their inscription points are the point (1, 0).
As mentioned earlier, it is difficult to calculate cos(θ) and sin(θ) for
arbitrary values of θ. There are a few that we know exactly, but most
of the time we need a calculator to approximate these values. You
should stop now, turn on your calculator, and attempt to do some Not all calculators
calculations. The only thing that might be tricky about your calcula- can evaluate
trigonometric
tor is the mode that it is in. There are two common ways to measure
functions, but most
angles: in degrees and in radians. We have already discussed degrees modern calculators
and we will discuss radians later. Your calculator has a separate mode can.
for each of these types of angle measures. In degree mode your calcula-
tor expects angles to be in degrees and in radian mode your calculator
expects angles to be in radians.
Go to your calculator and try to calculate cos(90). If you get that
cos(90) = 0 then your calculator is in degree mode and if you get
cos(90) = −0.4481 then your calculator is in radian mode. For now
it should be in degree mode but eventually it will need to be in ra-
dian mode so, one way or another, you should learn how to switch
between the two modes. Example 3.2.6 below is meant to help you
check your calculator.
(3.2.6) Example . Use your calculator to find the following

values:
a. cos(35°)
b. cos(200°)
c. sin(312°)
d. sin(122°)
Solution:
a. Directly from a calculator,

Answer: cos(35°) = 0.8192
b. Directly from a calculator,

Answer: cos(200°) = −0.9397
c. Directly from a calculator,

Answer: sin(312°) = −0.7431
d. Directly from a calculator,

Answer: sin(122°) = 0.8480
Fix an angle θ. Even if we cannot calculate cos(θ) and sin(θ) there is

a convenient way to relate them. Since (cos(θ), sin(θ)) is an inscription
point it lies on the unit circle which means it satisfies Equation 3.1.42
in Lemma 3.1.41. This is the result in Theorem 3.2.7.
(3.2.7) Theorem (The Pythagorean Identity). Fix an angle θ.

Then
(cos(θ))2 + (sin(θ))2 = 1 (3.2.8)
Before we look at some examples, there is an issue with notation

that we need to address. There are many times where quantities like
(cos θ)k show up. Instead of writing (cos θ)k we will henceforth write
cosk θ. This is simply a matter of convenience that mathematicians
have adopted over the years. We adopt the same convention with
the sin function so that sink (θ) = (sin(θ))k . In this notation, Equa-
tion 3.2.8 becomes
cos2 (θ) + sin2 (θ) = 1.
(3.2.9) Example . Suppose that θ is some angle such that

cos(θ) = 0.6. There are two possible values of sin(θ). What
are they?
Solution:
We can answer this question without any reference to ge-

ometry. This is a bad strategy in general, however it will
demonstrate how to use Theorem 3.2.7.
Combining the equation in Theorem 3.2.7 with the fact that
cos(θ) = 0.6 we have that
cos2 (θ) + sin2 (θ) = 1

(0.6)2 + sin2 (θ) = 1
0.36 + sin2 (θ) = 1
sin2 (θ) = 0.64.
Remembering that sin2 (θ) really means (sin(θ))2 we then

have that √
sin(θ) = ± 0.64 = ±0.8
so that the two possible values of sin(θ) are 0.8 and −0.8.
Answer: 0.8 and −0.8
Consider the geometry behind Example 3.2.9. In the problem state-

ment we are given an angle θ such that cos(θ) = 0.6. Assuming that
we don’t know sin(θ), let’s try to imagine how to place the inscrip-
tion point corresponding to θ on the unit circle. Since that inscription
point is the point (cos(θ), sin(θ)) we know that it has an x-coordinate
of 0.6. All of the points in the xy-plane whose x-coordinate is 0.6 lie
on the (vertical) line x = 0.6 so the inscription point corresponding to
θ must lie on the intersection of the line x = 0.6 and the unit circle.
Both of these things are drawn in Figure 3.2.10 and we can see that
there are two different possible inscription points.
x = 0.6
Figure 3.2.10: The two possible inscription points for the angle θ in
Example 3.2.9.
Figure 3.2.10 explains the two possible values for sin(θ) that we
found in Example 3.2.9. Based on that calculation, one of the possible
inscription points is (0.6, 0.8) and the other is (0.6, −0.8). If all we
know about θ is that sin(θ) = 0.6 then there is no way to determine
which of those is actually the inscription point. However, a little bit

of additional information will allow us to make that decision.

cos(θ) = 0.6 and sin(θ) > 0. Find sin(θ).
Solution:
This example is similar to Example 3.2.9 except that we also
know that sin(θ) > 0. Using the calculations in Example 3.2.9
we know that the only two possibilities for sin(θ) are 0.8 and
−0.8. Since we know that sin(θ) > 0, it must be the case that
sin(θ) = 0.8.
Answer: sin(θ) = 0.8
In Example 3.2.11 we are given the fact that sin(θ) > 0 so, geo-
metrically, we know that, with this additional piece of information,
the inscription point corresponding to θ must be (0.6, 0.8). That extra
piece of information allowed us to determine the inscription point
uniquely. However, there are other ways of determining the value of
sin(θ) and hence the inscription point.

cos(θ) = −0.4 and 180° < θ < 360°. Find sin(θ).
Solution:
First consider the geometry. The inscription point corre-
sponding to θ has an x-coordinate of −0.4 and hence must
lie on the line x = −0.4. The line x = −0.4 and the unit circle
are shown below.
x = −0.4
The image shows the two possible inscription points. Using

Theorem 3.2.7 we can find the two inscription points. Since
cos(θ) = −0.4 we have
cos2 (θ) + sin2 (θ) = 1

(−0.4)2 + sin2 (θ) = 1
0.16 + sin2 (θ) = 1
sin2 (θ) = 0.84
sin(θ) = ±0.92
so that either sin(θ) = 0.92 or sin(θ) = −0.92 and the two

possible inscription points are (−0.4, 0.92) and (−0.4, −0.92).
The one piece of information that we have not used yet
is that 180° < θ < 360°. This is going to allow us to de-
cide which of the two values of sin(θ) is the correct value.
The previous image shows the two possible inscription points;
let’s look at the inscription angles corresponding to those two
points.
x = −0.4
θ1
θ2
The two angles above are labeled θ1 and θ2 because we haven’t

yet determined which is actually θ. Now, from the image we
see that θ1 < 180° and that θ2 > 180°. If you have trouble
seeing this, go back and look at Figure 3.2.4. Since 180° <
θ < 360°, it must be the case that θ is actually θ2 . Certainly
the inscription point corresponding to θ2 has a negative y-
coordinate so sin(θ) must be a negative number and hence
sin(θ) = −0.92.
Answer: sin(θ) = −0.92
(3.2.a) Practice Exercise . Suppose that θ is some angle

such that cos(θ) = 0.35 and 0° < θ < 180°. Find sin(θ). Round
So far we have only looked at examples where cos(θ) is given and

we’re looking for sin(θ). It is a similar process to fix sin(θ) and find
cos(θ).

sin(θ) = 0.3 and θ < 90°. Find cos(θ).
Solution:
We first use Theorem 3.2.7 to find the two possible values
of cos(θ).
cos2 (θ) + sin2 (θ) = 1

cos2 (θ) + (0.3)2 = 1
cos2 (θ) + 0.09 = 1
cos2 (θ) = 0.91
cos(θ) = ±0.95
Hence either cos(θ) = 0.95 or cos(θ) = −0.95.

To decide between the two possible values we consider the
geometry. Since the inscription point corresponding to θ is
(cos(θ), sin(θ)) and since sin(θ) = 0.3 it follows that the in-
scription point lies on the line y = 0.3 (since values of sin are
y-coordinates). This is shown below.
θ2
(−0.95, 0.3) (0.95, 0.3)

y = 0.3
θ1
The y-coordinates of the inscription points are determined by

the two possible values of cos(θ) that we found above. The
inscription angles, θ1 and θ2 , which correspond to the two
possible inscription points are also drawn above. Since θ must
be one of θ1 and θ2 and θ < 90°, it must be that θ is actually
θ1 . From the diagram, the inscription point corresponding to
θ1 is (0.95, 0.3) and hence cos(θ) = 0.95.
Answer: cos(θ) = 0.95
Be careful when working on problems like Example 3.2.12 and Ex-

ample 3.2.13; they can be tricky. If you’re drawing a diagram, make
Examples like this sure you draw a horizontal line when you’re given the value of sin
will keep cropping
up. Be sure to
practice them.
and a vertical line when you’re given the value of cos. This is done
because sin values are the y-coordinates of inscription points and cos
values are the x-coordinates of inscription points.
So far, we have defined the sine and cosine functions and looked
at their values, but there has been no mention of their usefulness.
Their first application will be to relationships between sides in right
triangles. Consider a right triangle whose legs have lengths a, b, and The following
c with an interior angle of θ as oriented in Figure 3.2.14. explanation is a
little technical. Feel
free to skip right to
Theorem 3.2.16 if it
gets confusing.
c
b
θ
a
Figure 3.2.14: The orientation of the triangle discussed in Theorem 3.2.16.
Assume that the hypotenuse, c, is larger than 1 (for convenience).

Now place this triangle on the xy-plane such that the angle θ is in-
scribed in the unit circle with the hypotenuse as the terminal leg.
This placement is shown in Figure 3.2.15. Then the intersection of the
hypotenuse with the unit circle is the inscription point correspond-
ing to θ. We can then draw another right triangle whose hypotenuse
is a radius of the unit circle which is parallel with the terminal leg
of the inscription point which is also shown in Figure 3.2.15. Note
(this is important) that the inscription point corresponding to θ is
(cos(θ), sin(θ)) which means that the legs of this new triangle have
lengths cos(θ) and sin(θ). Figure 3.2.15 shows this more clearly.
The two triangles drawn in Figure 3.2.15 are similar triangles since
they have the same angles. Hence, as a consequence of Lemma 3.1.40,
we have that
sin(θ) 1 cos(θ)
= = .
b c a
Then, after rearranging the above equation, we have
b a
sin(θ) = and cos(θ) = .
c c
This is exactly the result in Theorem 3.2.16.
(3.2.16) Theorem . Consider a right triangle which has a

hypotenuse of length c and legs of length a and b. Let θ be the
c
b
sin(θ)
1
θ x
cos(θ) a
Figure 3.2.15: A triangle superimposed onto the unit circle.
interior angle of the triangle formed between the hypotenuse

and the leg of length a. (This is shown in Figure 3.2.14.) Then
b a
c c
It is straightforward to apply Theorem 3.2.16 directly.
(3.2.17) Example . Find the values of a and b in the triangle

below
5
b
40°
a
Solution:
Notice that the triangle in this example is arranged the
same as the triangle in Theorem 3.2.16 where c = 5 and
θ = 40°. It is important that a is the leg of the triangle which
is also a leg of the angle θ and we see that it is. Using the
equation in Theorem 3.2.16 we then have that
b a
sin(40°) = and cos(40°) = .
5 5
By rearranging those equations we have that
b = 5 sin(40°) and a = 5 cos(40°).
A calculator tells us that sin(40°) = 0.6428 and that cos(40°) =

0.766, hence
b = 5 sin(40°) = 3.21 and a = 5 cos(40°) = 3.83.
It follows that b = 3.21 and a = 3.83.

Answer: a = 3.83 and b = 3.21
When we use the Pythagorean Theorem it is not important which

leg is a and which leg is b. However, the arrangement of the triangle
in Theorem 3.2.16 is extremely important. It is important that c is the
hypotenuse but it is also important that a is a leg of θ. Remember
from Definition 3.1.3 that the legs of an angle are the lines that form
the angle. You’ll note that the side a is “touching” the angle θ while
b is not. We often call a the leg that is adjacent to θ whereas b is the
leg that is opposite to θ. When we attempt to apply Theorem 3.2.16
to a right triangle we must first identify the opposite and adjacent It is important to
sides. Figure 3.2.18 shows some examples of the sides opposite and realize that
Theorem 3.2.16 can
adjacent to an angle θ.
only be applied to
right triangles.
hy hy
po po
opposite
te
adjacent
nu θ ten
se use
θ
adjacent opposite
use
te
opposite
adj
ten ace
osi
po nt
hy
opp
θ θ
adjacent hypotenuse
Figure 3.2.18: Examples of opposite and adjacent sides relative to θ.

Once we’ve learned how to designate the opposite and adjacent

sides to an angle we can reformulate Theorem 3.2.16 as
opposite adjacent
sin(θ) = and cos(θ) = ,
hypotenuse hypotenuse
which will make it easier to apply the theorem. However, we must

be careful when designating the opposite and adjacent side because
they depend on the angle involved.
Consider the triangle in Figure 3.2.19 and the angle θ. The leg adja-
These two equations cent to θ is a and the leg opposite to θ is b. It follows that
show that
sin(θ) = cos(φ) opposite b adjacent a
and sin(θ) = = and cos(θ) = = .
hypotenuse c hypotenuse c
sin(φ) = cos(θ).
Now consider the angle φ. Based on Figure 3.2.19 we see that the leg
adjacent to φ is b and the leg opposite to φ is a. Hence
opposite a adjacent b
sin(φ) = = and cos(θ) = = .
hypotenuse c hypotenuse c
It can be tempting to think that these equations contradict each other

but they do not. If you find that difficult to believe, go back and
repeat Example 3.2.17 except with the focus on the other angle in the
triangle.
φ
c
b
θ
a
Figure 3.2.19: A right triangle with two angles. The side a is adjacent to θ
but opposite to φ whereas the side b is adjacent to φ but
opposite to θ.
Make sure that you practice using the sine and cosine functions to
determine information about right triangles. We end the theory with
a couple of examples.
(3.2.20) Example . Find x in the triangle below.
x
20
21°
Solution:
We are going to invoke Theorem 3.2.16 with θ = 21°. Hence
we will use either
opposite adjacent
sin(θ) = or cos(θ) =
hypotenuse hypotenuse
to solve for x. Observe that the side with length 20 is the op-
posite side to the 21° angle and that we have no information
on the adjacent side. Since we do not know the length of the
adjacent side and we are not trying to solve for its length,
there is no need to use the equation with the adjacent side in
it. Hence we use
opposite
sin(θ) =
hypotenuse
where θ = 21°, the hypotenuse is x, and the opposite side has

length 20. Thus
20
sin(21°) = .
x
After rearranging this equation we have that
20
x= = 55.81.
sin(21°)
Answer: x = 55.81
(3.2.21) Example . Find x in the triangle below.
34°
x
Solution:
We will examine the 34° angle. Observe that we know the
length of the hypotenuse and we want the length of the leg
adjacent to the 34°. Hence we will use
adjacent
cos(θ) =
hypotenuse
where θ = 34°, the hypotenuse has length 3, and the adjacent

leg is x. This yields
x
cos(34°) =
3
or
x = 3 cos(34°) = 2.49
Answer: x = 2.49
3
Be careful of the difference between 3 cos(34°) and cos(34°) . Both of
these expressions show up sometimes in different situations and so
you should be careful that you’re using the right one. When in doubt,
check your triangles. If you’re using cos(θ) then you’re relating the
hypotenuse and one of the legs. The hypotenuse should always be
longer than each leg.
(3.2.b) Practice Exercise . Find x in the triangle below.

Round your answer to two decimal places.
x
27°
7
Applications
The applications in this section are straightforward. Right triangles

are everywhere in nature and these techniques can be used to find
distances. When dealing with trigonometry applications you should
always try to draw a picture. In this section we will try to set up a
right triangle and solve for the missing information using the infor-
mation given.
(3.2.22) Example . A lumberjack is using a rope to help an-

chor a tree. This rope is tied to the very top of the tree and
then attached to the ground. If the rope is 200 ft long and
makes an angle of 72° with the ground, how tall is the tree?
Solution:
The first thing to do is draw a picture. Now, it was not

stated in the problem, but we will need to assume that the
tree makes a right angle with the ground. Though this is not
necessarily the case, it is a reasonable assumption as trees
usually stick straight out of the ground. This gives us the
following picture:
200
h
ft
72°
The horizontal leg is the ground, the vertical leg is the tree,
and the hypotenuse is the rope. From this picture and the
techniques developed in this section we have
h
sin(72°) =
200
so that
h = 200 sin(72°) = 190.21
and hence the tree is 190.21 ft tall.
Answer: 190.21 ft
Example 3.2.23 below examines the example from Section 3.1 in-
volving the trusses on a house.
(3.2.23) Example . A carpenter is working on a house and

wants to know the dimensions of the trusses used to hold
up the roof. Trusses have the shape of an isosceles triangle
whose base is the width of the house. The carpenter uses a
tool called a pitch finder to find that the pitch of the roof is at
an angle of 32° and the floor plans tell him that the house is
125 ft wide. These dimensions are shown in the figure below.
32°
125 ft
a. Find the lengths of the two other sides of the truss.

b. Find the height of the truss.
Solution:
Before we address the questions, we first examine the ge-
ometry of the truss. The problem statement dictates that the
truss is an isosceles triangle so the two unknown sides of the
triangle are equal. Let’s call this length `. We also want to con-
sider the height whose length is h. These things are shown
below:
` `
h
32° 32°
62.5 ft 62.5 ft
Note that the height splits the base into two equal parts. This
is a general fact about isosceles triangles; if it is not clear,
take a moment to think about it. Once we have drawn in this
height, the rest of the problem becomes much easier.
a. To find ` we can look at one of the smaller triangles.
Since ` is the hypotenuse of the smaller triangle and the
leg adjacent to the 32° angle has length 62.5 we have
that
62.5
cos(32°) =
`
or
62.5
`= = 73.7.
cos(32°)
Hence the length of the other two sides of the truss is
73.7 ft.
Answer: 73.7 ft
b. We can now solve

h h
sin(32°) = =
` 73.7
so that
h = 73.7 sin(32°) = 39.05.
Hence the truss is 39.05 ft tall.
If you find it easier, you can solve this part with the
Pythagorean Theorem. By looking at one of the smaller
triangles we have
h2 + (62.5)2 = `2
so that
q q
h= `2 − (62.5)2 = (73.7)2 − (62.5)2 = 39.05.
Either method is perfectly acceptable.

Answer: 39.05 ft
It’s important to be careful with rounding. In the final calcu-

lation we computed 73.7 sin(32°). Remember that 73.7 is only
an approximation of ` and what we’re really trying to calcu-
late is ` sin(32°). When I put the calculation into my calculator
I actually found
62.5
sin(32°)
cos(32°)
and then rounded to 39.05. It is always preferable to round at
the end of a problem. If you round at each step, those small
bits of error can sometimes compound and make the answer
very far off at the end.
Finally, we wish to revisit the example with which we opened this

section regarding the dimension of a television.
(3.2.24) Example . In the technical specifications for a par-

ticular television it says that the screen’s diagonal measures
40 in and that the diagonal makes a 30° angle with the bottom
of the screen as shown below:
in
40 h
30°
`
Find the dimensions of the television, ` and h.
Solution:
We will use the 30° angle for our solution. Again, although
it is not explicitly stated in the problem, it is safe to assume
that the corners of the television form right angles. This is a
fair approximation. Hence
opposite h
sin(30°) = = and
hypotenuse 40
adjacent `
cos(30°) = =
hypotenuse 40
so that
h = 40 sin(30°) = 20 and ` = 40 cos(30°) = 34.65.

Hence the television is approximately 34.65 ft wide and 20 ft

tall.
Answer: 34.65 ft wide and 20 ft tall
(3.2.c) Practice Exercise . Simon shoots a bottle rocket

such that its flight path makes an angle of 80° with the ground.
It flies 600 ft in a straight line before it erupts. How far off of
the ground is it when it erupts? Round your answer to two
decimal places.
Homework Assignment
3.2.1. Find sin(θ) and cos(θ) in the triangle 3.2.7. Suppose that sin(θ) = − 35 and cos(θ) > 0.
below. Leave your answer in exact form. Find cos(θ). Round your answer to two
decimal places.
θ
3.2.8. Suppose that cos(θ) = −2/3 and
15 180° 6 θ 6 360°. Find sin(θ). Round your
25 3.2.9. Suppose that sin(θ) = 0.36 and θ 6 90°.

Find cos(θ). Round your answer to two
3.2.2. Find sin(θ) and cos(θ) in the triangle decimal places.
below. Leave your answer in exact form.
3.2.10. Find ` below. Round to two decimal places.
θ
2
`
5 5
40°
3.2.3. Find the length of the hypotenuse of the
right triangle shown below. Round your 2
3.2.11. A ladder is 20 ft long and is leaning against
the side of a house. The ladder is making
40° an angle of 80° with the ground. How far
is the base of the ladder from the wall?
15 Round your answer to two decimal places.
3.2.12. When an airplane is taking off, it leaves the

runway at an angle of 6°. That is, after its
wheels leave the ground it is flying in a
3.2.4. Find a and b below. Round to two decimal straight line that makes an angle of 6° with
places. the ground. For safety purposes, the FAA
requires that, after takeoff, the plane must
75° a be flying over the runway until it is at least
4 100 ft in the air. If a pilot wishes to follow
b this requirement on takeoff, what is the
closest he or she can be to the end of the
3 runway when his or her wheels leave the
3.2.5. Suppose that cos(θ) = 10 . What are the
ground? Round your answer to two
two possible values of sin(θ)? Round your
decimal places. Note: The FAA has no such
answers to two decimal places.
requirement to my knowledge; I made it up for
4
3.2.6. Suppose that sin(θ) = − 13 . What are the the sake of the problem.
two possible values of cos(θ)? Round your
3.2.13. Emilio likes to fly kites. His favorite kite strand is 15 ft long and makes an angle of
has exactly 200 ft of string and on a 70° with the ground, how high up on the
particularly windy day he can attach the flag pole does the web reach? Round your
loose end of the string to the ground and answer to two decimal places.
watch the kite fly on its own. On one such
day I used a protractor to measure the 3.2.17. A ladder is leaning against a wall at an
angle that the kite string made with the angle of 80°. If the base of the ladder is 3 ft
ground at 41°. How far off the ground was from the wall, how high on the wall does
the kite at that particular time? Round the ladder reach? Round your answer to
your answer to two decimal places. two decimal places.
3.2.14. A ladder is 4 m long and is leaning against 3.2.18. Two roads diverged in a yellow wood at a
a house. If it makes a 75° angle with the right angle, both of which go in perfectly
ground, how far is the base of the ladder straight lines. Luckily, a straight dirt path
from the house? Round to two decimal has been built between the ends of these
places. two roads for those who cannot make up
their mind. The road less traveled is 3 mi
3.2.15. A rope is used to anchor a sign post to the long and meets the dirt path at a 42° angle.
ground and it is attached to the post half How long is the dirt path? Round to two
way between the ground and the top of the decimal places.
post. Given that 7 ft of rope is needed and
the rope makes an angle of 65° with the 3.2.19. A hiking path goes straight from the base
ground, find the height of the sign post. of a mountain to the top of the mountain.
Round your answer to two decimal places. It is 4000 ft long and makes an angle of 27°
with the horizontal. How tall is the
3.2.16. A strand of a spider web extends at an
mountain?
angle from the ground to a flag pole. If the
Challenge Problems
(3.2.c1) Challenge Problem . Find the measures of all of the an-

gles and the lengths of all of the lines in the figure below:
37°
26°
You should draw a picture as a part of your answer.
(3.2.c2) Challenge Problem . In this exercise we will prove the

Law of Cosines. Consider the triangle drawn below:
a
c
θ
b
Using only the techniques developed up to Section 3.2, show that
c2 = a2 + b2 − 2ab cos(θ).
This equation is used in Section 4.2 but it is not proved there. Hint:
Draw in a height.
3.3 special angles

The material does not correspond to a section in Functions Modeling
Change [4]
While material in this section is certainly contained in Connally

et al.’s text, it does not correspond to any particular section. Up to
this point we have assumed that angles must live between 0° and 360°.
Any angle that can be measured with a protractor does live in that
range, but when you think of angles as rotations it is perfectly rea-
sonable to think of angles which are smaller than 0° and larger than
360°. In addition to these new angles, we also want to explore some
convenient angles for which we can compute the values of sin(θ) and
cos(θ).
Motivation
The sine and cosine functions are very powerful tools and in Sec-
tion 3.4 we will explore the graphs of these functions more carefully.
Before we can do that, however, we need to do two things:
• First, we need to extend the domain of these two functions. Un-

til now we have assumed that all angles measure between 0°
and 360° so that the domain of both sine and cosine is [0°, 360°].
By defining angles that are smaller than 0° and larger than 360°
we can extend the domain of sine and cosine to the set of all
real numbers in a very natural way.
• Second, we would like to be able to calculate exact values for

some more outputs of the sine and cosine functions. At this
point in the notes, we can calculate exactly the values of cos(θ)
and sin(θ) that are shown in Table 3.2.5 but we need a calculator
for the rest. The values in Table 3.2.5 are graphed in Figure 3.3.1
and we can see that, without knowing more about the outputs
of these functions, it is unclear what the shape of the graphs
should look like.
It will be our goal in this section to fill in a few points on the graphs
in Figure 3.3.1 in the interval [0°, 360°] and to understand what in
means to have an angle outside of that interval.
Theory
Consider an inscribed angle of 45° as shown in Figure 3.3.3 and ex-

amine the triangle drawn in the figure. Since both of its acute angles
3.3 special angles 121
y y
1 1
x x
90° 180° 270° 360° 90° 180° 270° 360°
-1 -1
(a) The values on the graph of (b) The values on the graph of
y = cos(x) that are given in y = sin(x) that are given in
Table 3.2.5. Table 3.2.5.
Figure 3.3.1: Some of the points on the graphs of the sine and cosine
functions.
are 45° it is an isosceles triangle so that its legs are the same length,
which is labeled `. Then, using the Pythagorean Theorem, we have
`2 + `2 = 1
2`2 = 1
1
`2 =
2
1
`= √ .
2
Note that ` is the length of a side of a triangle so that ` must be
positive.
It follows that the inscription point corresponding to 45° is
√1 , √1 and hence
2 2
1 1
cos(45°) = √ and sin(45°) = √ . (3.3.2)
2 2
(`, `)
`
45°
Figure 3.3.3: The triangle used to calculate sin(45°) and cos(45°).
Now consider an angle of 30°. An inscribed angle of 30° is drawn

in Figure 3.3.5 along with a triangle that we wish to examine. The
geometry is more complicated in this situation, but it is shown in the
Remember, an figure. Since the triangle is an equilateral triangle we have that h = 1

equilateral triangle (since two of the sides are radii of the unit circle). Then, since the
has three equal
point `, h2 is on the unit circle, we have that
interior angles and
three equal sides. 2
2 h
` + =1
2
1
`2 + = 1
4
3
`2 =
4√
3
`= .
2
Note that ` is the length of a side of a triangle so that ` must be
positive. It follows that
√
3 1
cos(30°) = and sin(30°) = . (3.3.4)
2 2
`, h

2
60°
30°
h
60°
`
60°
Figure 3.3.5: The triangle used to calculate sin(30°) and cos(30°).
Equation 3.3.2 and Equation 3.3.4 give two more angles for which
we can calculate the outputs of sine and cosine without a calculator.
These values, however, will allow us to calculate many more values
using Lemma 3.3.6.
(3.3.6) Lemma . A right triangle is uniquely determined by

the length of its hypotenuse and by the measure of one of its
interior angles. Two important special cases are given below.
The only right triangle with interior angles of 30° and 60°
that has a hypotenuse of length 1 is the following:
60°
1 1
2
30°
√
3
2
The only right triangle with interior angles of 45° that has
a hypotenuse of length 1 is the following:
45°
1 √
2
2
45°
√
2
2
How does Lemma 3.3.6 help us calculate new values of sine and
cosine? Consider an angle of 60° and observe the triangle shown in
Figure 3.3.7. We see that it’s a right triangle whose hypotenuse has
length 1 which has interior angles of 60° and 30°. By Lemma 3.3.6
there is only
√
one triangle with those dimensions √ so the side lengths
must be 2 and 2 . The longer side is q so q = 23 and the shorter
3 1
√
1 1 3
side is p so p = 2 (since 2 < 2 ). Hence
√
1 3
cos(60°) = and sin(60°) = .
2 2
The procedure outlined above can be repeated for any angle which
is a multiple of 30° or a multiple of 45°. To do this we use reference tri-
angles. Definition 3.3.8 below may seem confusing, but it is extremely
intuitive in practice. If the definition seems overwhelming, read the
explanation that follows.
(p, q)
60°
Figure 3.3.7: The reference triangle used to calculate sin(60°) and cos(60°).
(3.3.8) Definition . Let θ be an angle. The reference tri-

angle corresponding to θ is the right triangle whose vertices
are the points (0, 0), (cos(θ), sin(θ)), and (cos(θ), 0). The ref-
erence angle corresponding to θ is the interior angle of the
reference triangle which is formed at the vertex (0, 0).
In Figure 3.3.3 and Figure 3.3.7 we used reference triangles corre-

sponding to angles of 45° and 60°, respectively. Things get a little
more complicated with angles that are larger than 90°. Figure 3.3.9
shows the reference triangle corresponding to an angle of 210°. In
that figure we’ve called the inscription point (p, q) which is, of course,
the point (cos(210°), sin(210°)). Then the third point in the reference
triangle should be (p, 0) which is on the x-axis.
One other thing that we need to consider in Figure 3.3.9 is the
lengths of the legs of the triangle. In Figure 3.3.7 we labeled the in-
scription point by (p, q) and we were able to label the lengths of the
legs by p and q. That is because the point (p, q) is in the first quad-
rant in Figure 3.3.7 and hence p and q are both positive. However, in
Figure 3.3.9, the point (p, q) is still the inscription point but because
it is in the third quadrant we have that p and q are both negative.
In this case, p and q cannot be the lengths of the legs of the triangle
because they are negative. However, |p| and |q| are positive numbers
and give the length of the triangle.
It is important to realize that the inscription point can have coordi-
nates that are either positive or negative, but that the lengths of the
sides of a triangle must always be positive. Soon we will use refer-
ence triangles to calculate values of sin(θ) and cos(θ). In the proce-
dure used to do that we will first find the lengths of the sides of the
(p, 0) |p| 210°
30° (0, 0)
|q|
(p, q)
Figure 3.3.9: The reference triangle and reference angle corresponding to

an angle of 210°.
reference triangle and then we will have to decide the signs on the
coordinates of the inscription point.
The other part of Definition 3.3.8 is the definition of a reference
angle. The reference angle is the angle in the reference triangle which
is formed at the origin. In Figure 3.3.9 we see that the reference angle
is 30°. How do we know that the angle is actually 30°? Let’s call the
reference angle θ. The angle formed between the positive x-axis and
the negative x-axis is 180° and, since angles add we have that
θ + 180° = 210°
and hence θ = 30°. If this is calculation is uncomfortable, go back
and review Example 3.1.15 where we first encountered these types of
calculations.
Note that we don’t always need to form reference triangles to figure
out a reference angle. The reference angle is the smallest angle formed
between the leg of the inscription angle and the x-axis. Reference
triangles look a little bit different in each of the four quadrants of
the xy-plane and Figure 3.3.10 shows how they work in each of those
cases. In each of those figures, the angle in question is θ and the
corresponding reference angle is α. Each figure also shows how to
calculate the reference angle in that particular quadrant. You should
practice finding reference triangles and reference angles.
The next three examples explore how to find reference triangles
and reference angles. They are all very similar, but take place in dif-
ferent quadrants. Take great care to study and practice examples like
θ α
α
(a) Examples of reference triangles in (b) Examples of reference triangles in

the first quadrant. In this case, the second quadrant. In this case,
α = θ. α = 180° − θ.
α α
(c) Examples of reference triangles in (d) Examples of reference triangles in

the third quadrant. In this case, the fourth quadrant. In this case,
α = θ − 180°. α = 360° − θ.
Figure 3.3.10: Examples of reference triangles in each quadrant. If θ is an

angle with 0° 6 θ 6 360°, the associated reference triangle is
drawn and the reference angle corresponding to θ is drawn
in as α. Each figure also tells how to find α in each quadrant.
this. It is important to be able to find reference angles. Make sure that

you remember that reference angles must be between 0° and 90° re-
gardless of the measure of the original angle. It is important that you
understand the procedure behind reference angles and reference tri-
angles. The formulas provided in Figure 3.3.10 only work for angles
between 0° and 360° and, in general, there is no formula.
(3.3.11) Example . Consider an angle of 52°. Draw the in-

scription angle corresponding to 52° and draw its reference
triangle. Then calculate the reference angle corresponding 52°.
Solution:
We first draw an inscription angle of 52°.
52°
We now draw in the reference triangle by drawing a straight

line from the inscription point to the x-axis (making sure that
the line makes a right angle with the x-axis).
52°
52°
In the first quadrant it is easy to calculate the reference angle

since the reference angle is just the same as the original angle.
Answer: The reference angle is 52° and the reference trian-
gle is shown above.

Solution:
147°

line from the inscription point to the x-axis.
147°
33°
In the second quadrant the reference angle is given by 180° −

147° = 33°. You should think about what this last calculation
means. Draw an angle of 180° in the previous picture and
see if you can justify that the reference angle is calculated by
180° − 147°.
gle is shown above.

Solution:
319°

line from the inscription point to the x-axis.
319°
41°
In the fourth quadrant the reference angle is given by 360° −

319° = 41°. Again, you should think about what this last cal-
culation means. Draw an angle of 360° in the previous picture
and see if you can justify that the reference angle is calculated
by 360° − 319°.
gle is shown above.
Reference angles will allow us to calculate sine and cosine of many

more angles. Go back and look at Figure 3.3.9. The reference triangle All reference
has a hypotenuse of length 1 and an interior angle (the reference triangles will have a
hypotenuse of length
angle) of 30°. It
√
follows by Lemma 3.3.6 that the triangle must have
1.
legs of length 2 and 21 . Since the leg of length |q| is shorter than the
3
√
leg of length |p| we have that |q| = 12 and |p| = 23 .
Remember that, although we have figured out the lengths of the
sides of the reference triangle, we have not yet found the values of
p and q; we still need to determine their signs. Let’s first decide the
sign of p. From Figure 3.3.9 we can see that the inscription point is in
the third quadrant and points in the third quadrant all have negative
√
x-coordinates. Since we know that |p| = 2
3
and p < 0 it must be that
√
p = − 23 .Similarly, points in the third quadrant all have negative
y-coordinates so q must be negative. Since |q| = 12 and q < 0 it must
be that q = − 12 .
We
have now found that the inscription point corresponding to 210°
√
3 1
is − 2 , −2 so that
√
3 1
cos(210°) = − and sin(210°) = − .
2 2
The process used to find these values can be used in some other spe-
cial cases. Any time we have an angle θ and we can determine the
lengths of the legs of the reference triangle corresponding to θ, we
can determine the values of cos(θ) and sin(θ).
(3.3.14) Example . Find cos(300°) and sin(300°).
Solution:
In order to calculate these, you need to draw the reference
triangle. This has been drawn for you below, but in practice
you’ll need to do it step-by-step as done in the last three ex-
amples.
|p|
300°
60°
|q|
(p, q)
We have called the inscription point (p, q) so that p = cos(300°)

and q = sin(300°). Observe that the the reference triangle has
a hypotenuse of length 1 and an interior √
angle of 60° so, by
Lemma 3.3.6, its legs must have length 2 and 12 . Since |p| is
3
√
smaller than |q|, we have that |p| = 12 and that |q| = 23 .
It remains only to find the signs on p and q. Observe that
the inscription point is in the fourth quadrant. Points in the
fourth quadrant have a positive x-coordinate and a negative
1
y-coordinate so that p > 0 and q < 0. Hence p = 2 and
√
q= − 23 . It follows, finally, that
√
1 3
cos(300°) = and sin(300°) = − .
2 2
√
1 3
Answer: cos(300°) = 2 and sin(300°) = − 2
Solution:
The reference triangle has been shown below.
(p, q)
|q|
135°
45°
|p|

and q = sin(135°). Observe that the the reference triangle has
a hypotenuse of length 1 and an interior angle √
of 45° so, by
2
Lemma 3.3.6, its legs must both have length 2 from which
√ √
it follows that |p| = 22 and that |q| = 22 .
the inscription point is in the second quadrant. Points in the
second quadrant have a negative x-coordinate and a positive
√
y-coordinate so that p < 0 and q > 0. Hence p = − 22 and
√
2
q= 2 . It follows, finally, that
√ √
2 2
cos(135°) = − and sin(135°) = .
2 2
√ √
2 2
Answer: cos(135°) = − 2 and sin(135°) = 2
In Example 3.3.11 we make the claim that points in the fourth quad-
rant have a positive x-coordinate and a negative y-coordinate. If that is hard
for you to see, imagine a point in the fourth quadrant (perhaps the
inscription point in Figure 3.3.10d). This point is to the right of the y-
axis so its x-coordinate must be positive. Also, this point is below the
x-axis so its y-coordinate must be positive. Using similar arguments,
can you justify the statement in Example 3.3.12 that points in the second
quadrant have a negative x-coordinate and a positive y-coordinate?
(3.3.a) Practice Exercise . Calculate cos(θ) and sin(θ) for

the following angles:
(i) θ = 315°
(ii) θ = 120°
(iii) θ = 240°
We now address our other concern for this section: angles which
are larger than 360° or smaller than 0°. In Definition 3.1.3 we defined
an angle to be the geometric object formed by two rays emanating
from the same point. However, we have since come to use inscribed
angles as an intuition for measuring angles. That is, we can think
of angles as counterclockwise rotation from the positive x-axis. If we
accept this notion of angles as a guide, it is natural to exted the defini-
tion to include angles with measure outside of the interval [0°, 360°].
Think about an angle of 400°. We have not yet defined this, but
let’s think about what it should be. Of course, 400° = 360° + 40° since
angles add. We also understand both a 360° angle and a 40° angle.
An angle of 360° corresponds to a complete rotation around the unit
circle and it seems that a 400° angle should be 40° past 360°. This
situation is depicted in Figure 3.3.16.
Note in Figure 3.3.16 that the only difference between the 40° angle
and the 400° angle is that we draw the arc going around an extra time
in the 400° angle.
360° 40°
400°
Figure 3.3.16: How we build a 400° angle.

Figure 3.3.16 shows the general procedure for defining angles larger
than 360°. Every angle θ which is larger than 360° can be written as
θ = k · 360° + α
for some integer k and some angle α with 0° 6 α 6 360°. To draw an

inscription angle of θ we then go counterclockwise around the circle
k times and then around by an additional angle of α.
In the example of 400° above, we had that k = 1 and α = 40°. Now
consider an angle of 1000°. You can see that
1000° = 2 · 360° + 280°. (3.3.17)
It follows that an angle of 1000° will go around the circle twice and
then an additional 280°. Similarly we have that
750° = 2 · 360° + 30°
and
1500° = 4 · 360° + 60°.
Inscription angles of 1000°, 750°, and 1500° are shown in Figure 3.3.16.
1000°
1500°
750°
Figure 3.3.18: Various large angles.
There is something worth mentioning at this point. The decompo-

sition in Equation 3.3.17 was helpful in drawing the 1000° inscription
angle. That equation is certainly believable, but how would we find
it if it wasn’t given? That is, if we didn’t have Equation 3.3.17, how
could we find values of k and α such that
1000° = k · 360° + α?
Well, to find k we divide 1000 by 360 and round down. Use your
calculator to see that
1000
= 2.78
360
so that k = 2. Once we know k we simply subtract k · 360° from 1000° 1000/360 = 2.78
to find α. That is, tells us that 1000° is
more than 2 · 360°
α = 1000° − k · 360° = 1000° − 2 · 360° = 280° but less than
3 · 360°.
(3.3.19) Example . Draw an inscription angle of 1200°.
Solution:
We first need to write
1200° = k · 360° + α
for an integer k and an angle α. Note that
1200
= 3.33
360
so that k = 3. Hence
α = 1200° − 3 · 360° = 120°
so that
1200° = 3 · 360° + 120°.
To draw an inscription angle of 1200° we go around the unit
circle three times and then go an extra 120°.
1200°
Answer: Shown above
Negative angles are straightforward, as well. We should think of

a negative angle as a “backwards” rotation. That is, they are simply
rotations in the clockwise direction instead of the counterclockwise
direction. An angle of −60° should be a rotation of 60° but in the
clockwise direction, an angle of −214° should be an angle of 214° in
the clockwise direction, etc. Figure 3.3.20a and Figure 3.3.20b com-
pare and contrast angles of 60° and −60° whereas Figure 3.3.20c and
Figure 3.3.20d compare and contrast angles of 214° and −214°.
Of course we can also draw very large negative angles, as well.
For example, −1000° should be 1000° but in the clockwise direction.
We have already found that an angle of 1000° is twice around the
circle in the counterclockwise direction and then an additional 280°.
Hence an angle of −1000° is twice around the circle in the clockwise
direction and then an additional 280°. An angle of −1000° is shown
in Figure 3.3.21.
60°
−60°
(a) A 60° angle. (b) A −60° angle.
214°
−214°
(c) A 214° angle. (d) A −214° angle.
Figure 3.3.20: Examples of negative angles.
−1000°
Figure 3.3.21: An inscription angle of −1000°. Compare this with

Figure 3.3.18a.
The last thing that we need to address in this section is how to eval-
uate the sine and cosine functions outside of the interval [0°, 360°].
Remember that we defined cos(θ) and sin(θ) by referencing the in-
scription point corresponding to θ. Well, we know how to make in-
scription angles and hence inscription points for angles outside of the
interval [0°, 360°] so the same definition of the sine and cosine func-
tions still apply. That is, if θ is a real number whose degree measure is
any real number then cos(θ) is the x-coordinate of the inscription point
corresponding to θ and sin(θ) is the y-coordinate of the inscription
point.
For most angles outside of [0°, 360°] we still need to use a calculator
to approximate values of cos(θ) and sin(θ) but if θ is a multiple of 30°
or 45° we can use the same techniques that we used in Example 3.3.14
and Example 3.3.15.
Solution:
We first draw a reference triangle. To find the inscription
angle we observe that 660/360 = 1.83 and 660° − 1 · 360° =
300° so that
660° = 1 · 360° + 300°.
Hence the inscription angle, the reference triangle, and the
reference angle are drawn below.
|p|
660°
60°
|q|
(p, q)

and q = sin(660°).√By Lemma 3.3.6, the legs of the triangle
must have length 23 and 12 . Since |p| is smaller than |q|, we
√
have that |p| = 12 and that |q| = 23 .
the inscription point is in the fourth quadrant. Points in the
fourth quadrant have a positive x-coordinate and a negative
y-coordinate so that p > 0 and q < 0. Hence p = 12 and
√
3
q=− 2 . It follows, finally, that
√
1 3
cos(660°) = and sin(660°) = − .
2 2
√
1 3
Answer: cos(660°) = 2 and sin(660°) = − 2
(3.3.23) Example . Find cos(−675°) and sin(−675°).
Solution:
We first draw a reference triangle. To find the inscription

angle we observe that 675/360 = 1.875 and 675° − 1 · 360° =
315° so that
675° = 1 · 360° + 315°.
Hence the inscription angle is obtained by one rotation and
an extra 315° around the circle in the clockwise direction. The
inscription angle, the reference triangle, and the reference an-
gle are drawn below.
(p, q)
−675° |q|
45°
|p|
We have called the inscription point (p, q) so p = cos(−675°)

and q = sin(−675°). By√Lemma 3.3.6, the √
legs of the triangle
√
must both have length 2 . Hence |p| = 2 and that |q| = 22 .
2 2

the inscription point is in the first quadrant. Points in the
fourth quadrant have a positive x-coordinate and a positive
√
y-coordinate so that p > 0 and q > 0. Hence p = 22 and
√
2
q= 2 . It follows, finally, that
√ √
2 2
cos(−675°) = and sin(−675°) = .
2 2
√ √
2 2
Answer: cos(−675°) = 2 and sin(−675°) = 2
Note that it is always possible to write an angle as
θ = n · 360° + α.
This can be done even when θ is negative. Some students find this
appoach to negative angles easier than the one presented above.
(3.3.b) Practice Exercise . Calculate cos(θ) and sin(θ) for

the following angles:
(i) θ = −135°
(ii) θ = 930°
Compare Example 3.3.14 and Example 3.3.22. You will note that
√
1 3
cos(300°) = = cos(660°) and sin(300°) = − = sin(660°).
2 2
This follows from the simple fact that 300° and 660° correspond to
the same inscription point. This demonstrates a subtle point, which
is that the sine and cosine function represent a measure of the net
positional change incurred by a rotation. It is clear that 300° and 660°
are not the same angle. It is even clear that if you take an object and
rotate it by an angle of 660° then it undergoes a lot more movement
than if you rotate it by an angle of 300°. However, after the rotation
has occurred, the object would be in the same position under rotation
by those two angles. The value of cos(θ) indicates the position change
of something in the x-direction (whatever that means in the context of
the situation) under a rotation of θ and the value of sin(θ) indicates
the position change of something in the y-direction (whatever that
means in the context of the situation) under a rotation of θ.
It seems odd at first to consider angles which cannot be measured
with a protractor. These angles are not, however, a matter of math-
ematical curiosity but rather an important physical distinction. Con-
sider the steering wheel in your car. If you are going straight and
then turn the steering wheel by an angle of 410° that will certainly
result in a much sharper turn than if you turned it by an angle of 50°.
However, in each of those cases the wheel would look like it was in
the same position.
Homework Assignment
3.3.1. Calculate cos(θ) and sin(θ) for the b.) θ = 1080°

following angles. Leave your answers in c.) θ = −990°
exact form
d.) θ = −180°
a.) θ = 150°
b.) θ = 225° 3.3.4. Calculate cos(θ) and sin(θ) for the
following angles. Leave your answers in
c.) θ = 330° exact form.
3.3.2. Find the reference angles corresponding to a.) θ = 1395°
the following angles. b.) θ = 1560°
a.) θ = 214° c.) θ = −480°
b.) θ = 100° d.) θ = −1575°
c.) θ = 651°
3.3.5. You are given the following two values:
d.) θ = −75°
√
e.) θ = −414° 1+ 3
cos(15°) = √
2 2
3.3.3. Calculate cos(θ) and sin(θ) for the √
3−1
following angles. You should first draw the sin(15°) = √
2 2
inscription angle. However, for this problem
you do not need to use a reference triangle to Find cos(285°) and sin(285°). Leave your
find the coordinates of the inscription point. answers in exact form. Hint: Draw the
a.) θ = 450° reference triangles corresponding to 15° and
285°.
3.4 graphs of sine and cosine

The sine and cosine functions were defined in Section 3.2. Here we
will learn the compete shape of the graphs of these function and will
learn to apply them to some rudimentary application.
Motivation
The sine and cosine functions provide a convenient “shape” that al-
lows us to model all sorts of interesting applications. Let’s consider
the application introduced in Section 2.4. Someone is sitting on a
Ferris wheel with a radius of 80 ft, whose center is 100 ft off of the
ground, and which rotates at a rate of 1° every second. When the ride
starts, this person is sitting level with the center of the wheel and is
moving upward. A rudimentary image of this Ferris wheel is shown
in Figure 2.4.1. We define h such that the rider is h(t) feet off of the
ground after riding for t seconds.
Now imagine that this ride has gone on for less than 90 seconds.
Since the Ferris wheel is moving at a rate of 1° every second, the
rider’s position looks like the one shown in Figure 3.4.1.
point at time t
80 ft
starting point
100 ft
Ground Level
Figure 3.4.1: Our Ferris wheel rider’s position after t seconds.
Look at the triangle formed in Figure 3.4.1. Using the techniques in

Section 3.2 we have that
`
sin(t) =
80
since the radius of the Ferris wheel is 80 ft. Hence
` = 80 sin(t).
Now, ` describes the vertical distance between the center of the Ferris
wheel and the rider. Since the center is 100 ft from the ground, we
have that the rider is ` + 100 ft from the ground, so
h(t) = 80 sin(t) + 100. (3.4.2)

3.4 graphs of sine and cosine 141
Of course, we performed the previous calculation assuming that

t was less than 90. As we will see, however, the function in Equa-
tion 3.4.2 works for all values of t. Translations of the sine and cosine
functions will provide periodic models for a wide range of applica-
tions.
Theory
In Section 3.3 we found several new and exciting outputs of the sine I know I’m excited.
and cosine functions. Several of these values are shown in Figure 3.4.3.
Now that we have these values we can see a shape of these functions
start to emerge. The entire graph of the sine and cosine functions are
also shown in Figure 3.4.3.
y
x
−180° −90° 90° 180° 270° 360° 450° 540° 630° 720°
-1
(a) The graph of the function y = cos(x).
x
−180° −90° 90° 180° 270° 360° 450° 540° 630° 720°
-1
(b) The graph of the function y = sin(x).
Figure 3.4.3: The graph of the sine and cosine functions, including the
points found in Section 3.3.
We would now like to investigate several of the geometric features

of the graphs of the sine and cosine function.
domain: As discussed in Section 3.3, the domain of both the sine

and cosine function is the set of all real numbers, R = (−∞, ∞).
That is to say that we can make sense of cos(θ) and sin(θ) for
angles θ whose degree measure is any real number.
range: Let’s consider the outputs of the cosine function for a mo-
ment. To find cosine of an angle we look at its inscription point
and then take the x-coordinate. Since inscription points are on
the unit circle and the unit circle has radius 1, the biggest possi-
ble x-value of an inscription point is 1 and the smallest is −1. If
you’re having trouble seeing that, take a look at the unit circle.
Similarly, the values of the sine function are y-coordinates on
the unit circle which must lie between −1 and 1. Hence both
the sine and cosine function have a range of [−1, 1].
roots: For what angles θ is sin(θ) = 0? Well, that happens any

time the inscription point corresponding to θ falls on the x-axis,
i. e. has a y-coordinate of 0. We see that this happens for an-
gles like −180°, 0°, 180°, 360°, etc. This is made more clear in
Figure 3.4.3b. Hence the roots of the sine function are points of
the form (n · 180°, 0) for integers, n. Similarly, cos(θ) = 0 when-
ever the inscription point corresponding to θ falls on the y-axis,
which happens for angles like −90°, 90°, 270°, etc. This can be
seen in Figure 3.4.3a. It follows that the roots of the cosine func-
tion are points of the form (90° + n · 180°, 0) for integers, n.
y-intercept: We already know that cos(0°) = 1 and sin(0°) = 0 so

that the y-intercept of y = cos(x) is (0, 1) and the y-intercept of
y = sin(x) is (0, 0).
symmetry: Look back at Figure 3.3.20 and try to imagine an arbi-

trary angle θ with positive degree measure and then the angle
−θ. Suppose that the inscription point corresponding to θ is
(p, q). You can see that the inscription point corresponding to
−θ will just be a reflection of (p, q) across the x-axis, which is
the point (p, −q). It follows that
cos(θ) = p and cos(−θ) = p
while
sin(θ) = q and sin(−θ) = −q.
From this we can conclude that
cos(−θ) = cos(θ) and sin(−θ) = − sin(θ)
The definitions of for any angle θ. It follows that cos is an even function and sin is
even and odd an odd function.
functions are given
in section 6.2 in period: The sine and cosine functions are both periodic with pe-
Functions
riod 360°. We can justify this using the fact that the sine and
Modeling Change
[4]. cosine functions reflect the position of the inscription point cor-
responding to an angle. And, based on the discussion in Sec-
tion 3.3, rotation by 360° does not change the position of an in-
scription point. That is, angles of θ and θ + 360° have the same
inscription point. Since the sine and cosine functions record the
coordinates of the inscription point, we have
cos(θ) = cos(θ + 360°) and sin(θ) = sin(θ + 360°)
and so these two functions are periodic. The graphs in Fig-

ure 3.4.3 may also help convince you of this fact.
midline: For each of the sine and cosine functions, the maximum
value is 1 and the minimum value is −1 (see the discussion of
the range). Hence the midline of each of these functions is y = 0.
amplitude: Again, for both functions the maximum value is 1 and

the minimum value is −1 so their amplitudes are 1.
These results are summarized in Table 3.4.4.
feature graph of y = cos(x) graph of y = sin(x)
Domain R = (−∞, ∞) R = (−∞, ∞)
Range [−1, 1] [−1, 1]
Roots (90° + n · 180°, 0) (n · 180°, 0)
y-intercept (0, 1) (0, 0)
Symmetry Even Odd
Period 360° 360°
Midline y=0 y=0
Amplitude 1 1
Table 3.4.4: The geometric features of the sine and cosine functions.
We would also like to examine what happens to these features

when we shift their graphs. That is, what changes about the geom-
etry when we look at functions of the form
f1 (x) = A cos(x) + k and f2 (x) = A sin(x) + k
for values of A and k. Remember that both of these transformations Chapter 6 in

correspond to vertical changes in the graphs. That is, multiplication Functions
Modeling Change
by A stretches the graph vertically by a factor of A and addition of k
[4] covers
shifts the graph vertically by k units. transformations of
functions.
y
y
y = −2 cos(x) 2
2
y = sin(x)
1
y = 0.5 sin(x)
1
x
x 90° 180° 270° 360°
90° 180° 270° 360°
-1
y = 0.5 cos(x)
-1
y = cos(x)
-2
-2 y = −2 sin(x)
(a) The graphs of y = cos(x), (b) The graphs of y = sin(x),

y = −2 cos(x), and y = 0.5 cos(x). y = −2 sin(x), and y = 0.5 sin(x).
Figure 3.4.5: The sine and cosine functions under a vertical stretch.
Let’s first examine the graphs of y = A cos(x) and y = A sin(x).

Again, multiplication by A stretches the graph vertically. However, if
A is negative then the graph is also reflected about the x-axis. Fig-
ure 3.4.5 shows examples when A = 0.5 and when A = −2. Observe
Note that we use |A| that the maximum and minimum values are multiplied by |A| and
instead of A because hence the maximum value becomes |A| and the minimum values be-
A could be negative.
comes −|A|. It follows that the midline is still y = 0 but the ampli-
tude becomes |A|. We see that when the graphs of sine and cosine are
stretched vertically by a factor of A, the midline does not change and
the amplitude becomes |A|.
Now let’s examine the effect of k. This will change the graph by
a vertical shift of k units. Examples are shown in Figure 3.4.6 when
k = −1 and k = 2. We see that the maximum and minimum values of
these graphs get shifted upward by k to k + 1 and k − 1, respectively.
It follows that the midline becomes y = k and the amplitude is still 1.
Under a vertical shift by k units, the midline gets shifted up by k but
the amplitude remains unchanged.
y y
2 2
y = cos(x) y = sin(x)
1 1
y = cos(x) + 2 y = sin(x) + 2
x x
90° 180° 270° 360° 90° 180° 270° 360°
-1 -1
-2 -2
y = cos(x) − 1 y = sin(x) − 1
(a) The graphs of y = cos(x), (b) The graphs of y = sin(x),

y = cos(x) + 2, and y = cos(x) − 1. y = sin(x) + 2, and y = sin(x) − 1.
Figure 3.4.6: The sine and cosine functions under a vertical shift.
Graphs of the form y = A cos(x) + k and y = A sin(x) + k will

combine both of the transformations discussed above. Make sure that
you apply the vertical stretch before the vertical shift. A vertical stretch
by a factor of A will not affect the midline of a periodic function when
the midline is y = 0, but if the midline is anything else, the stretch
will affect the midline. However, if you think of the factor of A as a
stretch from the midline rather than a stretch from the x-axis, then it
should be fine either way. Graphing these functions should be review
from MATH 111 and some examples are shown in Figure 3.4.7.
To review the geometric differences between graphs of the form
y = cos(x) and y = sin(x) and graphs of the form y = A cos(x) + k
and y = A sin(x) + k, Table 3.4.8 summarizes the geometric features
of these transformed graphs.
The first and most accessible use of these types of functions is to
model the position of things that live on a circle. The way that we
defined the sine and cosine functions was so that p = cos(θ) and
q = sin(θ) describe the position of a point on a circle centered at
y
3 y = 2 cos(x) + 1
x
90° 180° 270° 360° 450° 540° 630° 720° y = 1.5 sin(x) − 1
-1
y = 0.5 sin(x) − 1.5
-2
-3
Figure 3.4.7: Some examples of graphs of the form y = A cos(x) + k and

y = A sin(x) + k.
feature y = A cos(x) + k y = A sin(x) + k
Domain R = (−∞, ∞) R = (−∞, ∞)
Range [k − |A|, k + |A|] [k − |A|, k + |A|]
y-intercept (0, k + |A|) (0, k)
Symmetry Even None
Period 360° 360°
Midline y=k y=k
Amplitude |A| |A|
Table 3.4.8: The geometric features of transformations of the sine and

cosine functions.
(0, 0) with a radius of 1. As Theorem 3.4.10 explains, if A > 0 then

p = A cos(θ) + h and q = A sin(θ) + k describe the position of a point
on a circle centered at (h, k) with a radius of A.
(3.4.10) Theorem . Let A be positive and consider a circle of

radius A centered at the point (h, k). Let (p, q) be the point
on this circle which makes an angle of θ with the horizontal.
That is, (p, q) is the point on the circle which is an angle of θ
counterclockwise from the point (h + A, k). This situation is
shown in Figure 3.4.9. Then
p = A cos(θ) + h and q = A sin(θ) + k (3.4.11)
Theorem 3.4.10 is straightforward to apply. After this section there

will not be a lot of occasion to apply Theorem 3.4.10 directly to a prob-
lem. Later in the section we will discuss how to use Theorem 3.4.10
to extend apply geometric intuition to angles which don’t lend them-
k+A
(p, q)
A θ
k
(h, k)
k−A
h−A h h+A
Figure 3.4.9: The figure which accompanies Theorem 3.4.10.
selves to geometry, but for now we examine the most rudimentary

examples.
(3.4.12) Example . The circle below is centered at the point

(3, −2) and has a radius of 5 units. Find the point (p, q).
300°
(3, −2)
(p, q)
Solution:
A direct application of Theorem 3.4.10 with h = 3, k = −2,
A = 5, and θ = 300° yields
11
p = A cos(θ) + h = 5 cos(300°) + 3 =
2√
5 3+4
q = A sin(θ) + k = 5 sin(300°) − 2 = − .
2
√
11
Answer: p = 2 and q = − 5 3+4
2
(3.4.13) Example . The circle below is centered at the point

(−250, −250) and has a radius of 250 units. Find the point
(p, q).
(−250, −250)
30°
250
(p, q)
Solution:
We will use another application of Theorem 3.4.10, this time
with h = −250, k = −250, and A = 250. However, while it is
tempting to use θ = 30° in Equation 3.4.11, that will not yield
the correct answer. If you read Theorem 3.4.10 it requires that
θ be measured from the point (h + A, k) which, in this case,
is (0, −250). Hence we need to use θ = 180° + 30° = 210° in
Equation 3.4.11.
p = A cos(θ) + h = 250 cos(210°) − 250

√ !
3
= 250 − − 250 = −466.51
2
q = A sin(θ) + k = 250 sin(210°) − 250

1
= 250 − − 250 = −375.
2
Answer: p = −466.51 and q = −375
Example 3.4.13 illuminates an issue that gives a lot of students prob-

lems. When applying Theorem 3.4.10, it is important that you choose
the right value of θ. In this text, equations will always measure angles
from the right-most point on the circle. This should not be a big leap
as it is the same way we measure inscription angles on the unit circle.
There is another thing worth mentioning about Example 3.4.12 and
Example 3.4.13. These things can be calculated as we did using Theo-
rem 3.4.10, but they can also be calculated using the same techniques
that we learned in Section 3.3 to find inscription points. I now wish
to outline an alternative way to solve Example 3.4.13. Consider, again,
the figure in the example. Now, the point (p, q) looks a little like an
inscription point and the 30° angle looks like a reference angle. The
circle is not a unit circle so these definitions do not apply, but we
can use similar techniques. A portion of this circle is shown in Fig-
ure 3.4.14, along with a triangle similar to a reference triangle.
a (−250, −250)
30°
b
250
(p, q)
Figure 3.4.14: A selection of the figure in Example 3.4.13.
By looking at the triangle, we see that
a = 250 cos(30°) and b = 250 sin(30°).
Now, since we know a and b and we know that the center of the circle
is (−250, −250), we can find (p, q). You can see from the figure that
(p, q) is a units to the left of (−250, −250) so that
√ !
3
p = −250 − a = −250 − 250 cos(30°) = −250 − 250 = −466.51.
2
Similarly, the figure shows that (p, q) is b units below (−250, −250)
so that

1
q = −250 − b = −250 − 250 sin(30°) = −250 − 250 = −375.
2
Compare these results with the results shown above in the solution
to Example 3.4.13.
(3.4.a) Practice Exercise . Find the coordinates of the point

(p, q) shown below. Round to two decimal places.
(p, q)
40°
x
-7 -6 -5 -4 -3 -2 -1 1
-1
-2
When finding a point on a circle you may use Theorem 3.4.10 if

you’d like, but you may also use the geometry. Using the geometry
is often a more intuitive approach and it is important that you un-
derstand it. We end the theory in this section with an example which
uses Theorem 3.4.10 to model the position of a point on a circle as a
function of its angle.
(3.4.15) Example . The circle below is centered at (6, 5) and

has a radius of 4. Find functions w and v which describe the
coordinates of a point on this circle as a function of the angle
it makes counterclockwise from the right-most point on the
circle (the point (10, 5)). That is, when the point makes an an-
gle of θ with the horizontal (in the usual way), its coordinates
should be (w(θ), v(θ)).
(w(θ), v(θ))
(6, 5)
Solution:
This example is merely a restatement of Theorem 3.4.10.
The setup is the same in the case where h = 6, k = 5, A = 4,
and θ is a variable. We then have that
w(θ) = 4 cos(θ) + 6 and v(θ) = 4 sin(θ) + 5.
Answer: w(θ) = 4 cos(θ) + 6 and v(θ) = 4 sin(θ) + 5
Example 3.4.15 seems to be a bit trivial, but it is helpful in the

applications.
Applications
Let’s return to the example introduced at the beginning of the section.

A Ferris wheel rider is going around a Ferris wheel with a radius of
80 ft whose center is 100 ft off the ground. They start at the right-most
point on the Ferris wheel when the ride starts and the wheel rotates
at 1° per second so that t seconds after the ride starts, the rider’s
carriage makes an angle of t degrees with the horizontal (in the usual
way). This is shown in Figure 3.4.1.
The last time we addressed this problem we assumed that t < 90
but now let t be any value. We are trying to find a function h such that
the rider’s height after t seconds on the Ferris wheel is h(t) feet. Let’s
apply Theorem 3.4.10. In order to use the theorem we need to have
an xy-coordinate system in place. We get to choose where to place
the coordinates, so we should make a choice that will work nicely for
us.
It might seem natural to put the origin at the center of the circle, but
that’s not the best choice. If the origin were at the center of the circle
then applying Theorem 3.4.10 would give us the rider’s coordinates
relative to the center; that is, we would have the rider’s horizontal
and vertical distance from the center. We don’t care about horizontal
distance, but we do care about vertical distance. However, we care

about vertical distance from the ground, not from the center.
y
point at time t
t (80, 100)
(0, 100) starting point
x
(0, 0)
Figure 3.4.16: The Ferris wheel in Figure 3.4.1 with an imposed

xy-coordinate system.
Let’s instead place the origin on the ground in the center of the
base of the Ferris wheel as shown in Figure 3.4.16. Then we can apply
Theorem 3.4.10 with h = 0, k = 100, A = 80, and θ = t. It follows that
the rider’s position is
(80 cos(t), 100 + 80 sin(t)).
The function h should record the rider’s height which is precisely

the y-coordinate of the rider’s position in our xy-coordinate system.
Hence
h(t) = 100 + 80 sin(t).
The above argument is very theoretical in nature. That is, it requires
us to appeal to a technical Theorem and impose a coordinate system.
This is a very effective technique but not a very intuitive one. How-
ever, recall the argument used to develop Equation 3.4.2. It was very
geometric in nature and feels more natural than the one just provided. “Feels more natural”
Unfortunately, it only worked in the case when t > 90. is subjective, but I
often find that
You may use Theorem 3.4.10 to handle problems like this if you’d
students understand
like; it is a perfectly acceptable technique. However, in practice it is the geometry more
not always the easiest way. The value of Theorem 3.4.10 is that it al- easily.
lows us to extend the geometric intuition to the rest of the circle. That
is to say, when approaching problems that are similar to our Ferris
wheel problem, you are allowed to approach the problem geometri-
cally under the assumption that the angle is small and then apply
the derived equations to larger angles, as well. In general, the “small”
angles that you should examine are the ones small enough to be put
into a triangle. The argument in the beginning of the section worked
because we were able to make a triangle with t as one of the angles.
This, in general, is the strategy that you should employ.
(3.4.17) Example . A compact disc (CD) is 120 mm in di-

ameter and the hole in the center is 15 mm in diameter. An
xy-coordinate system is implemented whose origin is at the
center of the CD as shown below.
y
x
(7.5, 0) (60, 0)
Find a function H which describes the height of a point on

the outer edge when it makes an angle of θ with the positive
x-axis (in the usual way). That is, if a point is an angle of θ
counterclockwise from the right-most point on the unit circle,
H(θ) should be its distance from the x-axis in millimeters.
Solution:
Consider an angle θ which is between 0° and 90° and con-
sider the geometry drawn below.
y
H(θ)
θ
x
The height of the triangle drawn should be the value of H(θ).

Observe that the hypotenuse of the triangle is 60 mm since
the diameter of the CD is 120 mm. Since it is a right triangle,
we have
H(θ)
sin(θ) =
60
and hence H(θ) = 60 sin(θ). Then Theorem 3.4.10 allows us

to use this equation for any value of θ.
Answer: H(θ) = 60 sin(θ)
(3.4.18) Example . The center of a wind turbine is attached

to the top of a 60 m tower and it has four spinning blades that
are 40 m long. Find a function h such that when one of the
blades makes an angle of θ with the horizontal (in the usual
way), the tip of the blade is at a height of h(θ) feet off of the
ground. This is shown in the figure below.
40 m
h(θ)
60 m
Solution:
A right triangle is drawn into the diagram below. Note that
we put one of the vertices at the origin so that θ is an interior
angle in the triangle.
40 m
`
θ
h(θ)
60 m
We see, based on this figure, that h(θ) = ` + 60 where ` de-

pends on the value of θ. Then, using the triangle, we have
`
sin(θ) =
40
so that ` = 40 sin(θ). Hence h(θ) = 40 sin(θ) + 60.
Answer: h(θ) = 40 sin(θ) + 60
As mentioned earlier, you are welcome to use Theorem 3.4.10 to

solve problems like this in the same manner as we solved Exam-
ple 3.4.15. However, students often find the geometric approach easier
to understand.
(3.4.b) Practice Exercise . Britney is standing in place and

twirling a baton in her hand (assume that her hand is in the
center of the baton) so that its ends are spinning in a circle.
The baton is 28 in long and her hand is at a height of 40 in.
Find a function f such that when one end of the baton is
making an angle of θ with the horizontal (in the usual way),
the tip of that end of the baton is at a height of f(θ) inches.
Homework Assignment
3.4.1. Let f(θ) = 2 sin(θ) − 1 and let water (so that the lowest point of the wheel
g(θ) = 12 cos(θ) + 32 . is 3 ft underwater). If a beetle lands on the
a.) What is the midline and amplitude of very edge of the wheel, find a function f so
f? that f(θ) is the height of the beetle (in feet)
when the beetle makes an angle of θ with
b.) What is the midline and amplitude of the horizontal (in the usual way). Note:
g? Look up the wikipedia article called water
c.) Sketch the graphs of both f and g on wheel if you’re not sure what it is.
the same plot. (Be sure to identify
3.4.5. A windmill has blades that are 20 ft in
which is which.)
length and reach a maximum height of
3.4.2. Sketch a graph of the following functions; 50 ft. A small light is placed at the very end
assume that x is in degrees and be sure to of one of the blades. Find a function f such
label your axes. Additionally, give their that when the blade on which the light is
midline and amplitude. placed makes an angle of θ with the
horizontal, f(θ) gives the height of the light
a.) f(x) = 3 cos(x) − 3
in feet.
1
b.) g(x) = 3 sin(x) + 2
3.4.6. Consider the propeller of an airplane. The
c.) h(x) = 5 cos(x) − 7
radius of a single blade of the propeller is
3 1
d.) p(x) = 4 sin(x) + 2 6 ft and the center of the propeller is 20 ft
off the ground. Find a function f such that
3.4.3. Consider the circle shown below. Round all
when a particular blade makes an angle of
θ with the horizontal, the end of the blade
a.) Find the coordinates of a. is a height of f(θ) feet off the ground.
b.) Find the coordinates of b.
3.4.7. Elmer is on a Ferris wheel which has a
c.) Find the coordinates of c. diameter of 140 ft and whose center is 80 ft
d.) Find the coordinates of d. off the ground. Find a function h such that
h(θ) is the height (in feet) of Elmer’s
y carriage when it makes an angle of θ with
5 the horizontal (measured in the usual way).
4 a
3.4.8. The tire of a particular car is 620 mm in
b 3
110° diameter and the valve stem on the wheel
2
35° is at a radius of 200 mm. The diagram
1
15° below demonstrates the geometry; the
d x
-2 -1 1
45°
2 3 4 5 6 dashed line represents the ground, the
-1
c large circle represents the outside diameter
-2
of the tire, and the point v represents the
position of the valve stem. Find a function
3.4.4. Consider a water wheel with a radius of f such that when the valve stem is at an
15 ft which uses the flowing water of a angle of θ with the horizontal (in the usual
river to turn a shaft. The center of the manner) then f(θ) describes the height of
water wheel is 12 ft off of the surface of the the valve stem off the ground in
millimeters. Note: The valve stem is the valve b.) Find a function M such that when
into which one pumps air when filling their Andy’s seat is an angle of θ from the
tire. It is not important to understand a valve horizontal, M(θ) should be the
stem to do this problem. amount of time (in minutes) for which
Andy has been riding the Ferris
wheel.
v c.) Find a function ` which describes
62
Andy’s height as a function of time.
mm
0m
0
20
That is, when Andy has been riding
m
θ
the Ferris wheel for t minutes, `(t)

should be his height (in feet) from the
ground.
3.4.11. The graph of y = f(θ) is drawn below.
3.4.9. A box fan sits in a window. The center of 500
the fan is 4 ft off of the ground and each y = f(θ)

fan blade is 1 ft long. Find a function f
such that the tip of a fan blade is at a
height of f(θ) when the blade makes an
angle of θ with the horizontal (measured
counter-clockwise, as usual).
3.4.10. Andy is riding a Ferris wheel which has a 100

radius of 200 ft and its center is 250 ft off of
the ground. The function A describes θ
90 180 270 360 450 540 630 720
Andy’s angle on the Ferris wheel during
his ride. After he has been riding the Ferris
a.) Find the period, midline, and
wheel for t minutes, the line from the
amplitude of f.
center of the Ferris wheel to Andy’s seat
makes an angle of A(t) degrees with the b.) The function f describes the height of
horizontal (in the usual way) where the rider on a Ferris wheel. That is, if
a rider is at an angle of θ degrees
A(t) = 6t − 30. from the horizontal then his or her
height is f(θ) feet from the ground.
a.) Find a function h which describes What is the radius of the Ferris wheel?
Andy’s height from the ground in How far from the ground is the center
terms of his angle from the horizontal. of the Ferris wheel?
That is, if Andy’s seat makes an angle
of θ with the horizontal then it should c.) Suppose you are told that
be h(θ) feet from the ground. f(θ) = A sin(θ) + k for some values of
A and k. Find A and k.
Challenge Problems
(3.4.c1) Challenge Problem . In each of the problems below, as-

sume that trigonometric functions always evaluate numbers as if they
were angles in degree measure. For example, sin(x) should mean sine
of the angle whose degree measure is x. Hint: Use techniques from Sec-
tion 2.4.
a. The graph of y = f(x) is shown below. Find a formula for f(x).

Hint: you will need the sine function.
y
4
x
−720° −540° −360° −180° 180° 360° 540° 720°
-1
-2
-3
-4
b. The graph of y = g(x) is shown below. Find a formula for g(x).

Hint: you will need the sine function.
y
2
x
−720° −540° −360° −180° 180° 360° 540° 720°
-1
c. The graph of y = p(x) is shown below. Find a formula for p(x).

Hint: you will need the cosine function.
y
4
x
−720° −540° −360° −180° 180° 360° 540° 720°
-1
-2
-3
-4
d. The graph of y = q(x) is shown below. Find a formula for q(x).

Hint: you will need the cosine function.
y
4
x
180° 360° 540° 720° 900° 1080° 1260° 1440°
-1
-2
-3
-4
(3.4.c2) Challenge Problem . The center of a Ferris wheel is 300 ft

high and is 400 ft (along the ground) from the park entrance. The
Ferris wheel has a radius of 200 ft as shown in the diagram below.
rider
θ)
d(
300 ft
park entrance
400 ft 200 ft
We are going to be interested in a function d. If a rider on this Ferris

wheel makes an angle of θ with the horizontal as shown in the di-
agram, then d(θ) is the distance (in feet) between the park entrance
and the rider.
a. Find and simplify d(θ). Hint: Use the Pythagorean identity to sim-
plify.
b. What are the maximum and minimum values of d. That is, what
is the closest and the farthest that the rider ever gets from the
park entrance?
c. Sketch the graph of y = d(x).
d. The graph that you found in the previous part should have a
familiar form. Using the things that you’ve discovered so far
about d, try to guess a “nicer” formula for d(θ).
3.5 the tangent function

The sine and cosine functions are called trigonometric functions

for obvious reasons. There are four other (common) trigonometric
functions, one of which is the the tangent function. This section ex-
amines the definition and usefulness of this new function.
Motivation
Consider the triangle drawn in Figure 3.5.2. This triangle is similar to

many triangles that we’ve seen before in Section 3.2. Suppose that we
want to find the length of `. Now, the side adjacent to the 34° angle
has length 4 and the side opposite has length ` so we know that
4 `
cos(34°) = and sin(34°) = .
h h
The only equation that has an ` in it also contains an h and, unfortu-
nately, we don’t know h. We can still find the value of `, we just have
to combine those two equation. Using the equation for cos(34°) we
know that
4
h=
cos(34°)
and using the equation for sin(34°) we know that

4 sin(34°)
` = h sin(34°) = sin(34°) = 4 = 2.70 (3.5.1)
cos 34° cos(34°)
h
`
34°
4
Figure 3.5.2: A right triangle which needs the tangent function.
The triangle in Figure 3.5.2 gives us the side adjacent to the 34°
angle and asks us to find the side opposite to the 34° angle. The
cosine function relates the adjacent side to the hypotenuse and the
sine function relates the opposite side to the hypotenuse but, to this
point, there is no function which relates the adjacent side and the
opposite side. We were able to get the job done by combining the
sine and cosine functions but it would have been more convenient
if there were a function that related the sides involved. This is the
purpose of the tangent function.
3.5 the tangent function 161
Theory
We begin with Definition 3.5.3. Recall from Equation 3.5.1 (and some
manipulation) that
` sin(34°)
=
4 cos(34°)
with respect to the triangle in Figure 3.5.2. We had that ` was the
length of the opposite side and that 4 was the length of the adjacent
sin(34°)
side so, in this case, cos(34°) related the opposite and adjacent sides.
Hopefully that explains the definition of the tangent function.
(3.5.3) Definition . Define the tangent function, tan, such

that
sin(θ)
tan(θ) =
cos(θ)
for any angle θ where cos(θ) 6= 0.
Before explaining the tangent function and its usefulness, let’s look
at some calculations.
(3.5.4) Example . Compute the following:
a. tan(0°)
b. tan(90°)
c. tan(60°)
d. tan(495°)
e. tan(−71°)
Solution:
a. Using the definition,
sin(0°) 0
tan(0°) = = = 0.
cos(0°) 1
Answer: tan(0°) = 0
b. Using the definition,
sin(90°) 1
tan(90°) = = .
cos(90°) 0
It follows that tan(90°) is not defined. However, this is to

be expected. Note that cos(90°) = 0 and Definition 3.5.3
stipulates that tan(θ) is only defined when cos(θ) 6= 0.
Answer: tan(90°) is undefined
c. Using the definition,

√ √
sin(60°) 3/2 3 2 √
tan(60°) = = = · = 3.
cos(60°) 1/2 2 1
√
Answer: tan(60°) = 3
d. Using the definition,

√ √
sin(495°) 2/2 2 2
tan(495°) = = √ = · − √ = −1.
cos(495°) − 2/2 2 2
Answer: tan(495°) = −1
e. Using the definition,
sin(−71°)
tan(−71°) = = −2.90.
cos(−71°)
Note that −71° is not one of the special angles for which
we can find exact values of the sine and cosine func-
tion so we are forced to approximate. It is better to put
sin(−71°)
cos(−71°) into the calculator all at once than to approx-
imate the numerator and the denominator separately
before dividing. However, you will also find that your
calculator has a tangent button and if you use that but-
ton directly you can also find
tan(−71°) = −2.90
without using the fraction in Definition 3.5.3.

Answer: tan(−71°) = −2.90
One thing which is worth noticing about Example 3.5.4 is that

tan(−71°) = −2.90. We know that sine and cosine always have out-
puts between −1 and 1 but the tangent function can have any real
number as an output. Also mentioned in Example 3.5.4 is the fact
that your calculator has a tangent button which works analogously
to the sine and cosine button.
(3.5.a) Practice Exercise . Compute the following:
(i) tan(45°)
(ii) tan(120°)
(iii) tan(900°)
(iv) tan(−570°)
(v) tan(342°)
You should be able to find exact values for all of these except
for the last one.
In Definition 3.2.2 we defined the sine and cosine functions using

the coordinates of the inscription point corresponding to an angle.
Since then, inscription points have given us a nice way of visualizing
the sine and cosine function. We now investigate what the tangent
function describes about an inscription point.
(p, q)
Figure 3.5.5: An arbitrary inscription angle, θ.
Consider the inscription angle, θ, shown in Figure 3.5.5. We already

know that p = cos(θ) and q = sin(θ). The question is, where does
tan(θ) show up in Figure 3.5.5? The answer is that tan(θ) is the slope
of the leg of the inscription angle; that is, tan(θ) is the slope of the
line between (0, 0) and (p, q). This easy to verify. If m is the slope
then we have
q−0 q sin(θ)
m= = = = tan(θ).
p−0 p cos(θ)
In fact, the tangent function can be used to find the slope of any line.
If the line y = mx + b intersects the x-axis at an angle of θ (measured
in the usual way), then m = tan(θ). This idea can be used directly, as
shown in Example 3.5.6 below.
(3.5.6) Example . Find the equation of the line drawn below:

y
1
(−2, 0) 42°
x
-4 -3 -2 -1 1 2
-1
-2
-3
Solution:
We know that the line is of the form y = mx + b for some
values of m and b. Since we know that the angle the line
makes with the x-axis is 42°, we have
m = tan(42°) = 0.9.
Then y = 0.9x + b. To find b we use the fact that the line goes
through the point (−2, 0). Hence
0 = 0.9(−2) + b so that b = 1.8.
Finally, y = 0.9x + 1.8.

Answer: y = 0.9x + 1.8
We would now like to use the tangent function to relate the legs of
a right triangle. Consider the same triangle that we examined when
we defined the sine and cosine functions, as shown in Figure 3.2.14.
We know that
b a
c c
so we have that
sin(θ) b/c b c b
tan(θ) = = = · = .
cos(θ) a/c c b c
This is the result in Lemma 3.5.7. In the triangle above, we called a the
side adjacent to θ and we called b the side opposite to θ. According
to these conventions we can write
opposite
tan(θ) = .
adjacent
(3.5.7) Lemma . Consider a right triangle with a hypotenuse

of length c and legs of length a and b. Let θ be the interior
angle of the triangle formed between the hypotenuse and the
leg of length a. (This is shown in Figure 3.2.14.) Then
b
tan(θ) = .
a
Lemma 3.5.7 gets applied in the same manner as Theorem 3.2.16.

We investigate some examples below.
(3.5.8) Example . Find ` below.
25
53°
`
Solution:
Since the triangle in question is a right triangle we can use
Lemma 3.5.7. The side opposite to the 53° angle has length 25
and the side adjacent to the 53° has length ` so we have
25
tan(53°) =
`
and hence
25
`= = 18.84.
tan(53°)
Answer: ` = 18.84
`
19°
12
Solution:
Since the triangle in question is a right triangle we can use
Lemma 3.5.7. The side opposite to the 19° angle has length `
and the side adjacent to the 19° has length 12 so we have
`
tan(19°) =
12
and hence
` = 12 tan(19°) = 4.13
Answer: ` = 4.13
(3.5.b) Practice Exercise . Find x below:
50 x
60°
Large, positive slope
Small, positive slope

Small, negative slope
Large, negative slope
Figure 3.5.10: A visualization of some values of tan(θ).
We should look at the graph of the tangent function. We will not be

as thorough in our investigation of the graph of the tangent function
as we were with the sine and cosine functions, but we will give a rudi-
mentary justification of its shape. It turns out that the tangent func-
You should try to tion is periodic with period 180°. Consider the tangent function on
justify why the the interval [−90°, 90°]. Remember, tan(θ) represents the slope of the
period of tan is 180°
leg of the inscription angle corresponding to θ. Look at Figure 3.5.10.
and not 360°.
As θ gets very close to 0° we see that the leg of the inscription angle
corresponding to θ gets very flat and hence has a small slope. When θ
is just above 0° we see that tan(θ) is very small and positive whereas
when θ is just below 0° we see that tan(θ) is very small but negative.
When the inscription point is very far away from the x-axis, however,
the magnitude of tan(θ) gets very large. When θ is just below 90° we
have that tan(θ) is very large and when θ is just above −90° we have
that tan(θ) is very large but negative. Since tan(θ) is undefined when-
ever cos(θ) 6= 0, the graph of y = tan(x) has a vertical asymptote at
x = θ whenever cos(θ) = 0. The graph of y = tan(x) is shown in
Figure 3.5.11.
y
x
−360° −270° −180° −90° 90° 180° 270° 360°
-1
-2
-3
Figure 3.5.11: The graph of y = tan(x).
For reference, the geometric features of the tangent function are

given in Table 3.5.12. Note that, although the tangent function is pe-
riodic, it has no amplitude and midline because it has no maximum Some might say that
and minimum. the midline of tan is
y = 0 and that its
amplitude is ∞.
feature graph of y = tan(x)
Domain All x ∈ R except x = 90° + n · 180°
Range R = (−∞, ∞)
Roots (n · 180°, 0)
y-intercept (0, 0)
Symmetry Odd
Period 180°
Table 3.5.12: The geometric features of the tangent function.
Finally, we can also use the tangent function to do examples similar

to those in Section 3.2. Compare Example 3.5.13 below with Exam-
ple 3.2.12.

cos(θ) = −0.4 and tan(θ) < 0. Find sin(θ).
Solution:
First consider the geometry. The inscription point corre-
sponding to θ has an x-coordinate of −0.4 and hence must
lie on the line x = −0.4. The line x = −0.4 and the unit circle
are shown below.
x = −0.4
θ1
θ2
The image shows the two possible inscription points corre-

sponding to inscription angles of θ1 and θ2 . Using Theo-
rem 3.2.7 we can find the two inscription points. Since cos(θ) =
−0.4 we have
cos2 (θ) + sin2 (θ) = 1
(−0.4)2 + sin2 (θ) = 1
0.16 + sin2 (θ) = 1
sin2 (θ) = 0.84
sin(θ) = ±0.92
so that either sin(θ) = 0.92 or sin(θ) = −0.92 and the two pos-
sible inscription points are (−0.4, 0.92) and (−0.4, −0.92). It
remains only to find the sign of sin(θ). The one piece of infor-
mation that we have not used yet is that tan(θ) < 0. There are
two ways to use this information to find the desired sign; ei-
ther way is acceptable but both are presented for convenience.
On one hand, we can think of tan(θ) as the slope of the
leg of the inscription angle. We know that tan(θ) < 0 so that
the slope of the leg of the inscription angle is negative. In the
figure above, the leg of θ1 has a negative slope and the leg of
θ2 has a positive slope so it must be that θ = θ1 . The inscrip-
tion point corresponding to θ1 is in the second quadrant and
hence has a positive y-coordinate. Thus sin(θ) = 0.92.
On the other hand, we can write
sin(θ)
tan(θ) = .
cos(θ)
We know that cos(θ) = −0.4 < 0. If sin(θ) were a negative
number then tan(θ) would have to be positive as the quotient
of two negative numbers is positive, whereas if sin(θ) were a

positive number then tan(θ) would be negative as a positive
number divided by a negative number is negative. Since we
know that tan(θ) < 0 it follows that sin(θ) must be positive
and hence sin(θ) = 0.92.
Obviously either of those two arguments produces the same
result (as we would expect); either one is perfectly valid.
Answer: sin(θ) = 0.92
Applications
The applications in this section will be very similar to those in Sec-

tion 3.2.
(3.5.14) Example . A tree is casting a shadow in the early af-

ternoon. The tree’s shadow is 30 ft long and the line between
the top of the tree and the end of the shadow makes an angle
of 55° with the ground. Find the height of the tree.
Solution:
As always, we start by drawing a picture:
height
55°
30 ft
We then see a triangle develop. Again, it is not stated that the

triangle should be a right triangle, but it is a fair assumption
that the tree comes out of the ground at a right angle. Hence
we have a right triangle with a 55° interior angle whose adja-
cent side has length 30 and whose opposite side is the length
we want; let’s call it h. Then
h
tan(55°) =
30
so that
h = 30 tan(55°) = 42.84
and hence the tree is 42.84 ft tall.
Answer: 42.84 ft
The tangent function also allows us to address one of the problems

discussed in Section 3.1 involving the height of a building. The figure
shown in the example below is the same as Figure 3.1.46.
(3.5.15) Example . A surveyor is standing 60 ft away from

a building and uses a thedolite to determine that his line of
sight with the top of the building makes an angle 65° with
the ground as shown below. How tall is the building?
65°
60 ft
Solution:
In the image we can clearly see a triangle. Of course, it
is reasonable to assume that the building comes out of the
ground at a right angle so that the triangle is a right triangle.
Then, if the building’s height is h, we have
h
tan(65°) =
60
and hence
h = 60 tan(65°) = 128.67
so that the building’s height is about 128.67 ft.
Answer: 128.67 ft
Of course, we can also tackle more complicated problems such as

Example 3.5.16.
(3.5.16) Example . An earthquake has damaged a small sec-

tion of a bridge. This bridge is shown below and the missing
section is the gray section of length d. The bridge is fragile
and, unfortunately, it is not safe for someone to walk onto
the bridge and measure the length of the gap. However, it is
possible to take certain measurements. The schematics from
the bridge dictate that it is at a constant height of 75 ft from
the ground. Measurements taken from the base of the bridge
find an angle of elevation of 43° to the closer edge of the gap
and an angle of elevation of 34° to the farther edge of the gap.
Using this information, find the length, d, of the gap.
75 ft
43°
34°
Solution:
There are two triangles that we will use in this figure. They
are drawn in below along with a new length, `.
d
75 ft
43°
34°
` d
We want to analyze those two triangles separately so, to make

more sense of them, they have been removed from the rest of
the figure below.
75 ft
75 ft
43° 34°
` `+d
Things now start to become a lot more clear. Using the trian-
gle on the left we have that
75
tan(43°) =
`
so that
75
`= .
tan(43°)
Using the triangle on the right we have that
75
tan(34°) =
`+d
and hence
75
`+d = .
tan(34°)
Combining these two equations yields
75 75
+d =
tan(43°) tan(34°)
so that, finally,
75 75
d= − = 30.67.
tan(34°) tan(43°)
Hence the gap is 30.76 ft across.

Answer: 30.76 ft
Homework Assignment
3.5.1. Compute the following and leave your 3.5.6. Find ` below. Round to two decimal places.
answers in exact form:
a.) tan(30°) 38°
b.) tan(45°)
21
c.) tan(60°)
d.) tan(135°)
`
e.) tan(225°)
f.) tan(−60°) 3.5.7. Find y in the following diagram. Round
3.5.2. Find tan(θ) in the triangle below and leave
your answer in exact form.
50
16
θ 20
y
3.5.3. Find tan(θ) in the triangle below and leave
your answer in exact form.
38° 50°
25
7 3.5.8. Find an equation for the line graphed
θ below and leave your answer in exact form.
(Assume that the line goes through the
3.5.4. Find the value of a below. Round your point (1, 0) as it appears.)
y
6
62° 5
a 4
3
5 2
1
60°
3.5.5. Find ` below and round to two decimal x
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
places. -1
-2
-3
42° -4
-5
131 -6
3.5.9. The function f(x) is a linear function. It has

`
an x-intercept of (−3, 0) and it intersects
the x-axis at an angle of 60°. Find the 3.5.13. The area of the outermost triangle shown
y-intercept of f and leave your answer in below is 5 in2 . Find the perimeter of the
exact form. large triangle and round your answer to
two decimal places. Remember: The
3.5.10. The function f is linear, f(1) = −4, and f
perimeter of a shape is the distance around the
intersects the x-axis at an angle of 150°
outside of it.
(measured counterclockwise from the
x-axis, as usual). Find a formula for f and
leave your answer in exact form.
3.5.11. The top of a 200 ft vertical tower is to be

anchored by cables that make an angle of 30°
60° with the ground. Round your answers 5 in
to two decimal places.
a.) How long must the cables be? 3.5.14. A ramp is to be built that has a 12° angle of
b.) How far from the base of the tower incline which climbs a total of 4 ft. How
should anchors be placed? long does the base of the ramp need to be?
3.5.12. The front door to the student union is 20 ft
above the ground and it is reached by a 3.5.15. An airplane takes off at an angle of 8° from
flight of steps. The school wants to build a a runway. If there are 2000 ft of runway
wheelchair ramp with an incline of 15° remaining when the airplane lifts off, find
from the ground to the door. How much the airplane’s height above the ground
horizontal distance is needed for the ramp? when it passes the end of the runway.
Round to two decimal places. Round to two decimal places.
Challenge Problems
(3.5.c1) Challenge Problem . Fix an angle θ. Draw the inscrip-

tion point corresponding to θ. There is exactly one line which passes
through that point and passes through no other point on the circle.
(By “line” we mean the graph of a linear function.) This line is called
a tangent line to the circle. Let x and y be functions such that x(θ)
is the x-coordinate of the x-intercept of the tangent line and y(θ) is
the y-coordinate of the y-intercept of the tangent line. This is demon-
strated in the diagram below for one choice of θ.
y(θ)
inscription point
θ x
x(θ)
a. First, find the equation of the tangent line (in terms of θ), find
x(θ), and find y(θ). Justify and simplify your answer.
b. Now consider a second circle with radius one centered at (4, 0).
There are four lines which are tangent to both circles as shown
in the diagram below. Find all of them. Hint: Two of them are easy.
Use the previous part of this problem to find the other two.
x
4
3.6 inverse trig functions

In previous sections we’ve used the angles in a right triangle to find

the lengths of its sides. In this section we will use the lengths of the
sides of a right triangle to find its angles.
Motivation
To this point in our study of right triangle trigonometry, if given the

measure of an acute angle of a right triangle and the length of any of
its sides, we are able to determine all of the rest of the information
about the triangle. Using any of the sine, cosine, or tangent functions
we can find the length of a second side, and the Pythagorean Theorem
allows us to find the third side.
b
θ
a
Figure 3.6.1: Sides and angles of a right triangle related by the tangent
function.
Consider the figure in Figure 3.6.1. We know that

b
tan(θ) = . (3.6.2)
c
As we explored in Section 3.5, if we know θ and either a or b then
we can find the length of the other side. It stands to reason that if we
know both of a and b then we should be able to uniquely determine
θ. You can explore this for yourself if you’d like. Pick any two positive
numbers and try to make a triangle whose legs have those numbers
as lengths. You will quickly realize that there is only one triangle that
you can make. Hence if we pick b and c we should be able to find θ.
Remember back to Section 2.3. In that section we discussed what it
meant to be able to solve equations like those in Equation 3.6.2. We
would like to use an inverse function and say that

−1 b
θ = tan . (3.6.3)
c
However, go back and examine Figure 3.5.11. It is clear from that
Theorem 2.3.8 is the graph and from Theorem 2.3.8 that the tangent function is not invert-
Horizontal Line Test. ible which means that Equation 3.6.3 makes no sense.
There is still hope, though. In Section 2.3 we also discussed how
it is possible to force a function which is not invertible to act like an
3.6 inverse trig functions 177
invertible function by restricting its domain. It turns out that all three
trigonometric functions are invertible when we only consider angles
which can live in a right triangle and in this section we endeavor to
use inverse trigonometric functions to find angles in right triangles.
Theory
Go back and review the graphs of the cosine, sine, and tangent func-
tions. These can be found in Figure 3.4.3a, Figure 3.4.3b, and Fig-
ure 3.5.11, respectively. It is clear from these graphs that none of these
three functions are invertible. However, Figure 3.6.4 shows the graphs In fact, no periodic
of these three functions on a domain of (0°, 90°). These functions do functions are
invertible. Can you
not look as exciting on this smaller interval as they do on the entire
see why?
domain of R, but they are certainly invertible on this interval.
y y y
2 2 2
1 1 1
x x x
90° 90° 90°
(a) y = cos(x) (b) y = sin(x) (c) y = tan(x)
Figure 3.6.4: The cosine, sine, and tangent functions restricted to a domain
of (0°, 90°).
As long as we restrict the domain of cosine, sine, and tangent to

the interval (0°, 90°) we can invert them. Remember, though, that in
Section 3.3, Section 3.4, and Section 3.5 we made quite a fuss over the
fact that the domain of trigonometric functions is the entire real line
(or most of the real line in the case of the tangent function). Hence it
would seem that writing cos−1 , sin−1 , and tan−1 to represent inverses
on this restricted domain is an abuse of notation. Unfortunately, we
do it anyway. Some people write these functions as arccos, arcsin, and
arctan, but we will not call them that in this text.
We already know how to make an inverse function, so it may seem
that Definition 3.6.5 is superfluous. However, since we need to restrict
the domain to make sense of inverses in this case, it is important to
be precise.
• If x is in the interval (0, 1) then cos−1 (x) is the angle be-

tween 0° and 90° whose cosine is x. That is, cos−1 (x) =
θ if and only if cos(θ) = x and 0° < θ < 90°.
• If x is in the interval (0, 1) then sin−1 (x) is the angle

between 0° and 90° whose sine is x. That is, sin−1 (x) = θ
if and only if sin(θ) = x and 0° < θ < 90°.
• If x is in the interval (0, ∞) then tan−1 (x) is the an-

gle between 0° and 90° whose tangent is x. That is,
tan−1 (x) = θ if and only if tan(θ) = x and 0° < θ < 90°.
There is a bit to discuss about Definition 3.6.5. The input of a stan-

dard trigonometric function is an angle and its output is a ratio. That
is, if θ is an angle then cos(θ) is the ratio of the side adjacent to θ
and the hypotenuse in a triangle. Conversely, the input of an inverse
trigonometric function is a ratio and its output is an angle. It is im-
portant to remember that we use a standard trigonometric function
we we have an angle and we use an inverse trigonometric function
when we want to find an angle.
Also, note that cos−1 (x) and sin−1 (x) are defined for values of x
on the interval (0, 1) whereas tan−1 (x) is defined for values of x on
the interval (0, ∞). This is because, for angles of θ in (0°, 90°), cos(θ)
and sin(θ) output numbers in (0, 1) whereas tan(θ) outputs numbers
that are arbitrarily large. It makes sense, then, that we should be able
to solve tan(θ) = x for arbitrarily large values of x but only be able to
solve cos(θ) = x and sin(θ) = x for values of x in (0, 1).
Before applying inverse trigonometric functions to right triangles,
Example 3.6.6 performs some naive calculations.
(3.6.6) Example . Compute the following:
a. cos−1 12

√
b. sin−1 22
c. tan−1 (1.5)
Solution:
a. Remember that the outputs of cos−1 are angles so that

−1 1 −1 1

cos ( 2 ) should be an angle. If cos 2 = θ then θ
should be an angle such that cos(θ) = 12 . We know
plenty of angles whose cosine is 12 but we need 0° <
θ < 90° and there is only such angle with a cosine of 12 ,
which is θ = 60°. Hence cos−1 12 = 60°.

Answer: cos−1 21 = 60°

√
b. Similarly, to find sin−1 2
2
we need to find an angle
√
θ with 0° < θ < 90° such that sin(θ) = 22 . If you
remember from √ Section
3.3, the only such angle is θ =
−1 2
45° so sin 2 = 45°.
√
Answer: sin−1 22 = 45°
c. To find tan−1 (1.5) we must find an angle θ such that

tan(θ) = 1.5. Unfortunately, this is not one of the an-
gles for which trigonometric functions have exact out-
puts. Fortunately, though, your calculator should have
a tan−1 button. Using this tan−1 button, we can calcu-
late tan−1 (1.5) = 56.31°. You certainly can check this by
calculating tan(56.31°) = 1.5.
Answer: tan−1 (1.5) = 56.31°
You calculator should have buttons for each of the three inverse
trigonometric functions. All calculators are different, of course, but
any calculator which can evaluate trigonometric functions should be At least any
able to evaluate inverse trigonometric functions, as well. However, calculator that I
have seen. . .
you should also be able to recognize when inverse trigonometric func-
tions will output the special angles discussed in Section 3.3.
Now, the astute among us might have realized that the choice to
restrict these trigonometric functions to the interval (0°, 90°) in order
to invert them was somewhat arbitrary. There are other choices of
restrictions that would yield invertible functions. The value of restric-
tion to (0°, 90°) is that those are precisely the angles which show up in
a right triangle. This will allow us to solve for angles in right triangles
as discussed in the beginning of the section.
The next few examples explore how to use inverse trigonometric
functions to solve for angles in a right triangle. These problems are
all set up similarly to those in Section 3.2 and Section 3.5. However,
instead of solving for one of the sides in the equation we will be using
an inverse function to solve for one of the angles.
(3.6.7) Example . Find the value of θ in the triangle below.
30
60
Solution:
We still want to think about how trigonometric functions
relate sides to angles. That is, the quantities involved in this
triangle are the angle θ, the side adjacent to θ, and the side
opposite to θ. We know that
30
tan(θ) =
60
or
1
tan(θ) = . (3.6.8)
2
Now, according to Definition 3.6.5, tan−1 12 should be the

angle between 0° and 90° whose tangent is 12 which is pre-

cisely what θ should be. Hence

−1 1
θ = tan = 26.57°.
2
Answer: θ = 26.57°
Note that we were really careful in the last part of Example 3.6.7.
It is tempting to think that Equation 3.6.8 immediately implies that
θ = tan−1 12 , however Definition 3.6.5 requires a little bit more. If
f is any generic invertible function and f(x) = y then we know that
f−1 (y) = x but the tangent function isn’t actually invertible except on
a restricted domain and the tan−1 function does not always work as
an inverse of tan.
The moral of the story here is that tan(θ) = 12 implies that θ =
1
tan−1 2 only if we already know that 0° < θ < 90°. In Example 3.6.7

it is obvious that 0° < θ < 90° since θ is an angle in a right triangle. In

this section we will only be dealing with angles in right triangles so
it is not important to perform this check, but in future sections things
will get more complicated and it is important to realize that it is not
always possible to use inverse trigonometric functions as we expect
inverse functions to work.
10
8
Solution:
Observe that we are given the lengths of the side opposite
to θ and the length of the hypotenuse of the triangle and we
are asked to find θ. The trigonometric function which relates
these three things is the cosine function. Hence
8 4
cos(θ) = = .
10 5
Since θ is an angle in a right triangle we have that

−1 4
θ = cos = 36.87°.
5
Answer: θ = 36.87°
16 20
Solution:
From the diagram we see that
16 4
sin(θ) = =
20 5
and, since θ is an angle in a right triangle, we have

−1 4
θ = sin = 53.13°.
5
Answer: θ = 53.13°
(3.6.a) Practice Exercise . Find the value of θ in the trian-

gle below.
θ
10
Applications
The applications in this section are straightforward. In each we try to

set up a triangle and then use an inverse trigonometric function to
solve for the desired angle. Like the examples earlier in the section,
the setup of the applications will look a lot like those in Section 3.2
and Section 3.5. The difference in this section will be that that we use
the sides of the triangle to find an angle instead of using an angle to
find the lengths of the sides.
(3.6.11) Example . A ladder leans against the side of a house.

The ladder is 12 ft long and it reaches a height of 11.5 ft high
on the wall. Find the angle the ladder makes with the ground.
Solution:
The geometry of the situation is shown below.
11.5 ft
t
12 f
We know the length of the ladder, we know the distance along

the wall between the ground and the ladder, and we can as-
sume that the wall makes a right angle with the ground (as
we have done before). Hence we have that
11.5
sin(θ) =
12
and, since θ is an angle in a right triangle,

−1 11.5
θ = sin = 73.4°.
12
Answer: θ = 73.4°
(3.6.12) Example . The Oregon Ducks’ quarterback is stand-

ing on the field at the 20 yard line, which is 30 yd from the
nearest goal post. The quarterback wants to throw a football
and hit the very top of the goal post, which is 10 yd off of the
ground. Assuming that he can throw the ball in a perfectly
straight line, at what angle with the ground must he throw
the ball? Note: Goal posts form a right angle with the ground.
Solution:
As always, we draw a picture.
quarterback ll
otba
of fo
path 10 yd
30 yd
The angle θ in the diagram is the one for which we are look-
ing. From the diagram we see that
10 1
tan(θ) = =
30 3
and, since θ is an angle in a right triangle,

−1 1
θ = tan = 18.43°.
3
Answer: θ = 18.43°
Make sure that you are careful in the setup of your picture and the
triangle that you use. Remember that if you find yourself trying to
evaluate cos−1 (x) or sin−1 (x) for a value of x which is bigger than 1
then you’ve made a mistake somewhere. It is, however, perfectly ac-
ceptable to evaluate tan−1 (x) when x is bigger than 1. And, as always,
check to see if the answer that you got makes sense in the context of
the problem.
(3.6.b) Practice Exercise . John is sledding down the side

of a hill. His sled starts at an elevation of 50 m above the base
of the hill. If his sled travels 95 m before reaching the base of
the hill (that is, 95 m measured parallel to the slope of the hill),
find the (acute) angle that the hill makes with the horizontal.
Homework Assignment
3.6.1. Compute the following and leave your 3.6.6. Find θ below. Round to two decimal places.
answers in exact form.
a.) sin−1 12

√
b.) sin−1 23 13
5
√
c.) cos−1 22 θ
√
d.) tan−1 ( 3)
3.6.7. The basepaths on a baseball diamond are
e.) tan−1 (1) 90 ft. On a particular pitch, a baserunner
3.6.2. Compute the following and leave your tries to steal second base. The runner is
answers in exact form. 40 ft away from first base when the catcher
catches the pitch. At this moment what
a.) cos−1 (sin(60°))
√ angle is the line between the catcher and
b.) tan sin−1 22 the baserunner making with the first base
line? Assume that the catcher is exactly on
c.) sin(sin−1 (0.34))
the intersection of the first and third base
d.) sin−1 (sin(120°)) lines and assume that the baserunner is
e.) cos−1 (cos(−63°)) exactly on the line between first and
second base. Round your answer to two
3.6.3. Find θ below. Round your answer to two decimal places. Hint: It is less than 45°.
decimal places.
3.6.8. The grade of a road is calculated from its
θ vertical rise per 100 ft. For example, if a
2 road is sloped such that it climbs 5 ft for
every 100 ft of horizontal distance traveled
5 5
then its grade is calculated to be 100 = 0.05.
If a particular road has a grade of 0.09,
3.6.4. Find θ below. Round your answer to two what is its angle of incline? Round your
decimal places. answer to two decimal places.
3.6.9. Christina is launching a model rocket. For

6 safety reasons she clears a circle of radius
50 m around the launch point. When she
θ launches the rocket she launches it at a
10 slight angle so that when the rocket passes
the edge of the circle it is 250 m in the air.
3.6.5. Find θ below. Round your answer to two At what angle was the rocket launched?
decimal places. Make sure that your angle is measured
from the ground (that is, your angle should
be between 0° and 90°). Round to two
5.5 decimal places.
3
θ
3.6.10. A rope helps anchor a flag pole. The rope a.) How far will Dave need to fly? Round
is tied to the top of the flagpole at one end your answer to two decimal places.
and is anchored into the ground at the b.) Dave needs to fly roughly northeast to
other end. The flag pole is 100 ft tall and get to Jonas. At what angle north of
the rope is 125 ft long. What angle does the east does he need to fly? Round your
rope make with the flag pole? Round to answer to two decimal places. (This
two decimal places. angle is shown as θ below.)
3.6.11. Stevie’s kite has a string which is 100 m nest
7 mi Jonas
long and, at a particular moment, it is 70 m E
off of the ground. What angle does the kite
4 mi
string make with the ground? Round to
two decimal places.
θ
Dave
3.6.12. Two birds - Dave and Jonas - fly out of
S
their nest in a tree. Dave flies 4 mi south
and Jonas flies 7 mi east. Later, Dave wants
3.6.13. Find the (acute) angle that the function
to fly to Jonas.
f(x) = 2x + 3 makes with the horizontal.
Round to two decimal places.
Challenge Problems
(3.6.c1) Challenge Problem . Assume that 0 6 x 6 1. Write an ex-

pression for each of the following that does not involve any trigono-
metric functions or inverse trigonometric functions.
a. sin(cos−1 (x))
b. tan(cos−1 (x))
c. sin(tan−1 (x))
d. cos(tan−1 (x))
e. cos(sin−1 (x))
f. tan(sin−1 (x))
4
TRIGONOMETRIC FUNCTIONS
Chapter 3 developed trigonometry in triangles. We used right trian-

gles in the unit circle to develop trigonometric functions and we used
those trigonometric functions to study triangles. In this chapter we
take a closer look at those trigonometric functions. This chapter cov-
ers the content of Chapter 8 in College Algebra and Trigonometry for the
University of Oregon, by Connally et al. [4]
187
188 trigonometric functions
4.1 radians and arc length

This section covers an alternate unit used to measure angles. These

units are called radians. Though degrees are more often used in
Unfortunately, I practice, radians are much more convenient in mathematics. Unfor-
have never seen a tunately, it is not possible at this level to extoll all of the virtues of
protractor with
radians. The first place where the benefit is blindingly obvious is in
radian units.
calculus, but for now try to take our word for it.
Motivation
For now, there is one place where we can see the benefit of radians.
The circumference of Lemma 4.1.1 reminds us how to find the circumference and area of a
a circle is its circle.
perimeter.
(4.1.1) Lemma . The circumference of a circle of radius r is

2πr and its area if πr2 .
Consider a circular walking track with a radius of 80 m. One lap

around this track will be a distance of 2π · 80 = 503 meters. What if
we only walk 40 % of the way around the track? Obviously that would
be 40 % of the total distance around the track, or 0.4(2π · 80) = 201
meters. Now imagine that we go 120° around the circle. How far
would that be? This distance is shown as S in Figure 4.1.2.
120°
80 m
Figure 4.1.2: An angle of 120° traversed in a circle of radius 80 m.
Well, a complete lap around the track would be 360°, so 120° around
the track would be 120
360 of the way around the circle and hence
120 120π
S= (2π · 80) = (80).
360 180
Similarly, if we travel θ◦ around the track then we have gone a dis-
tance of
θ◦ π
S= (80).
180
4.1 radians and arc length 189
This is a reasonably simple calculation. However, we will define ra-

dian measure of angles so that 120° is the same as 120π180 radians. Ac-
cording to this convention, if we travel an angle of θ around the track
then we have gone a distance of
S = rθ,
which is a more convenient equation. Of course, this only works if θ

is measured in radians.
Theory
We first define radian measure. We now have to be very careful with

our angles. If θ is an angle then we now have two different ways of
measuring it. Until this point we’ve been identifying angles with their
degree measure. From this point forward, though, we will have two
different units that we can use.
(4.1.3) Definition . Let θ be an angle. If its degree measure

is D then we define its radian measure by
π
D .
180
Conversely, if its radian measure is R then its degree measure
can be found by
180
R .
π
Conversion is relatively straightforward. An angle of 20° is

π
20 = 0.35
180
radians. An angle of 3 radians is
180
3 = 171.89
π
degrees. No units are used when describing radian measure. That is,
to say that an angle θ has a measure of 1 degree we write θ = 1°, but
to say that an angle of θ has a measure of 1 radian we write θ = 1.
From this point forward, any time the degree symbol is left off of
an angle it should be assumed that the angle is being measured in
radians. Example 4.1.4 is meant to help you practice converting from
degrees to radians and from radians to degrees.
(4.1.4) Example .
a. Convert 60° from degrees to radians.
b. Convert 100° from degrees to radians.
c. Convert 135° from degrees to radians.
d. Convert 5 from radians to degrees.

7π
e. Convert 9 from radians to degrees.
Solution:
These are straightforward using Definition 4.1.3.
a. An angle of 60° is
π π
60 = = 1.05
180 3
radians.
π
Answer: 3
b. An angle of 100° is
π 5π
100 = = 1.75
180 9
radians.
5π
Answer: 9
c. An angle of 135° is
π 3π
135 = = 2.36
180 4
radians.
3π
Answer: 4
d. An angle of 5 radians is
180 900
5 = = 286.48
π π
degrees.
Answer: 286.48°
7π
e. An angle of 9 radians is
7π 180
· = 140
9 π
degrees.
Answer: 140°
For reference, the degree and radian measure of some important

angles are shown in Table 4.1.5.
degrees radians degrees radians

7π
0° 0 210° 6 ≈ 3.67
π 5π
30° 6 ≈ 0.52 225° 4 ≈ 3.93
π 720 ◦
45° 4 ≈ 0.79 π ≈ 229.18° 4
180 ◦ 4π
π ≈ 57.30° 1 240° 3 ≈ 4.19
π 3π
60° 3 ≈ 1.05 270° 2 ≈ 4.71
π 900 ◦
90° 2 ≈ 1.57 π ≈ 286.48° 5
360 ◦ 5π
π ≈ 114.59° 2 300° 3 ≈ 5.24
2π 7π
120° 3 ≈ 2.09 315° 4 ≈ 5.50
3π 11π
135° 4 ≈ 2.36 330° 6 ≈ 5.76
5π 1080 ◦
150° 6 ≈ 2.62 π ≈ 343.77° 6
540 ◦
π ≈ 171.89° 3 360° 2π ≈ 6.28
180° π ≈ 3.14
Table 4.1.5: Degree and radian measure of some important angles.
For the rest of this section we will focus on examples from other
sections but with radians instead of degrees. Example 4.1.6 demon-
strates how angles still add in radians as we would expect.
π 2π
6 3
Solution:
We know that the interior angles of a triangle sum to 180°.
In radians, 180° is an angle of π. Hence, in radians, the interior
angles of a triangle sum to π. Hence
π 2π
+ +θ = π
6 3
and
π 2π 6π π 4π π
θ = π− − = − − =
6 3 6 6 6 6
π
Answer: θ = 6
Trigonometric functions work as expected. That is, cos(θ) should

be the x-coordinate of the inscription angle corresponding to θ re-
gardless of whether θ is being measured in degrees or radians. That
is, cos(60°) should be the same as cos(π/3) since 60° and π/3 are the
same angle.
(4.1.7) Example . Find the following values exactly:
a. cos(π/3)
b. sin(3π/4)
c. tan(3π/2)
d. cos(−π/6)
e. sin(35π/6)
Solution:
These can be calculated by drawing reference triangles as
done in Section 3.3 if you’d like. However, we will calculate
them by looking at the same angle in degrees.
1
a. cos(π/3) = cos(60°) = 2
1
Answer: 2
√
2
b. sin(3π/4) = sin(135°) = 2
√
2
Answer: 2
c. tan(3π/2) = tan(270°) so tan(3π/2) is undefined.

Answer: undefined
√
3
d. cos(−π/6) = cos(−30°) = 2
√
3
Answer: 2
e. sin(35π/6) = sin(1050°) = − 12
Answer: − 12
Calculators can also evaluate trigonometric functions using radians.

Obviously you could simply convert angles to degrees before using
your calculator, but your calculator should be able to handle radians.
Earlier in Section 3.2 we discussed the importance of putting calcula-
tors in degree mode. It is now time to put them in radian mode. If
you type the expression “cos(30)” into your calculator, it will inter-
pret the expression differently depending on which mode it’s using.
If the calculator is in degree mode then it will assume that the 30 in
cos(30) should be 30 degrees whereas if it is in radian mode then it

will assume that the 30 should be 30 radians.
(4.1.8) Example . Use your calculator to compute the follow-

ing:
a. sin(0.4)
b. cos(8)
c. tan(3.5)
Solution:
a. From a calculator, sin(0.4) = 0.39.

Answer: sin(0.4) = 0.39
b. From a calculator, cos(8) = −0.15.

Answer: cos(8) = −0.15
c. From a calculator, tan(3.5) = 0.37.

Answer: tan(3.5) = 0.37
You should keep your calculator in radian mode. From this point
forward, all angles will be measured in radians. Every example and
exercise that asks for an angle will want an answer in radians unless
otherwise specified.
Of course, trigonometric functions still define the same relation-
ships in right triangles.
(4.1.9) Example . Find h below.
5 h
4π
15
Solution:
Since the triangle is a right triangle, we have
h
sin(4π/15) =
5
so that
h = 5 sin(4π/15) = 3.72.
Answer: h = 3.72
The graphs of trigonometric functions change slightly when we use

radians for their inputs. The shape remains the same, but the scale on
the x-axis changes. Compare the graphs in Figure 4.1.10 with those
in Figure 3.4.3. Since the shape of the graph doesn’t change when we
change to radians, all the work that we did in Section 3.4 works the
same when we change our units from degrees to radians.
y
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
(a) The graph of the function y = cos(x) where x is in radians.
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
(b) The graph of the function y = sin(x) where x is in radians.
Figure 4.1.10: The graphs of the sine and cosine functions with inputs in
radians.
Inverse trigonometric functions will work just as we expect them

to work. Regardless of whether we’re measuring angles in degrees or
radians, sin−1 (0.5) should be the acute angle θ such that sin(θ) = 0.5.
Writing both sin−1 (0.5) = 30° and sin−1 (0.5) = π6 are perfectly valid
π
since 30° and 6 are the same angle.
(4.1.a) Practice Exercise . Find θ and x in the figure below.
5
3
θ
x
The last theoretical topic we should mention is the idea of arc

length with which we opened the section.
(4.1.11) Lemma . Consider a circle of radius r and an angle

θ. An arc which traverses an angle of θ around the circumfer-
ence of the circle has a length of S where
S = rθ,
assuming that the radian measure of θ is used in the above

equation. This is shown in the diagram below.
S
Usage of Lemma 4.1.11 is relatively straightforward except that we

need to ensure that the equation S = rθ uses the radian value of θ.
When an angle appears in a trigonometric function, it is irrelevant
whether we use degrees or radians. However, whenever an angle ap-
pears in an equation outside of a trigonometric function it make a big
difference. In mathematics it should always be assumed that the ra- There exist
dian value of an angle is used in equations unless otherwise specified. disciplines in which
angles are assumed
The equation for arc length is no exception.
to be in degrees
when they show up
(4.1.12) Example . Find S below. in equations. We
don’t like to talk
S about those.
200°
35
Solution:
An angle of 200° has a radian measure of
π 10π
200 = .
180 9
Hence
10π
S = 35 = 122.17
9
from Lemma 4.1.11.
Answer: S = 122.17
Certainly the usage of the arc length formula can be more involved,
as shown in Example 4.1.13.
(4.1.13) Example . Round all answer to two decimal places.
a. Find θ in the figure below.
b. Find x in the figure below.
c. Find y in the figure below.
d. Find w in the figure below.
p
20
w
y 10
Solution:
a. The radius of this circle is 10 so, from Lemma 4.1.11, we

have
20 = 10θ
and θ = 2.
Answer: θ = 2
b. The point p is the point (10 cos(θ), 10 sin(θ)) and x is the

absolute value of the first coordinate of p, so
x = |10 cos(θ)| = |10 cos(2)| = | − 4.16| = 4.16.
Answer: x = 4.16
c. Similarly, y is the absolute value of the second coordi-

nate of p, so
y = |10 sin(θ)| = |10 sin(2)| = |9.09| = 9.09.
Answer: y = 9.09
d. Using the Pythagorean Theorem, we have
w2 = y2 + (x + 10)2
p
w = 9.092 + 14.162
w = 16.83
Answer: w = 16.83
Applications
We first look at some applications using arc length.
(4.1.14) Example . A farmer has a circular fence which en-

closes an area of 30,000 ft2 . A portion of this fence which tra-
verses an angle of 125° has been damaged in a storm. What
length of fence will he need to use to replace the damaged
section?
Solution:
The fence is circular and the area of the circle that it en-
closes is 30,000 ft2 . If the radius of this circle is r then
30000 = πr2
so that r
30000
r= = 97.72
π
and the radius of the circle is 97.72 ft. The damaged area tra-
verses an angle of 125° around the circle. An angle of 125°
is
π
125 = 2.18
180
radians so that if the length of fence is ` then
` = (97.72)(2.18) = 213.18.
Thus the farmer needs 213.18 ft of fence.
Answer: 213.18 ft
(4.1.15) Example . Consider the circular walking track of

radius 80 m from the beginning of the section.
a. Jerry walks 750 m around the track. What angle did he

traverse during his walk?
b. Donna also goes on a walk during which she traverses

an angle of 600°. How much farther was Donna’s walk
than Jerry’s walk?
Solution:
a. If θ is the angle in question then
750 = 80θ
so that
750
θ= = 8.375
80
Answer: 8.375
b. We need to find out how far Donna walked. We want to

use the equation S = rθ. An angle of 600° is
π
600 = 10.47
180
radians. It follows that Donna walked S meters where
S = (80)(10.47) = 837.76.
Since Jerry walked 750 m we have that Donna walked

approximately
837.76 − 750 = 87.76
feet further than Jerry.

Answer: 87.76 ft
(4.1.b) Practice Exercise . Two lighthouses are 100 mi apart.

If you could draw a straight line from each lighthouse to the
center of the earth, the two lines would meet at an angle of
1.4333°. Find the radius of the earth.
We end the section by practicing some applications from earlier

sections with radians instead of degrees.
(4.1.16) Example . Find the equation of the line shown be-

low. Round to two decimal places.
y
π/7
x
(1, 0)
Solution:
The desired line has the form y = mx + b. The slope of this
line is given by
m = tan(π/7) = 0.48.
Since the line goes through the point (1, 0) we have that
0 = 0.48 + b
so that b = −0.48. Hence y = 0.48x − 0.48.

Answer: y = 0.48x − 0.48
(4.1.17) Example . Alexis flies a kite with a string of length

100 m. If the kite string makes an angle of 1.2 (radians) with
the ground, find the altitude of the kite.
Solution:
If the altitude of the kite is A then we have the following
triangle:
m
A
100
1.2
We can see that A = 100 sin(1.2) = 93.23 so that the kite is at

an altitude of 93.2 m.
Answer: 93.2 m
Homework Assignment
4.1.1. Convert the following angles from degrees a.) Find the arc length traversed by φ if
to radians. Give both an exact answer and φ = 5π
6 . Round your answer to two
an answer rounded to two decimal places. decimal places.
a.) 225° b.) Find the arc length traversed by φ if
b.) 300° φ = 145°. Round your answer to two
decimal places.
c.) 810°
d.) 10° 4.1.5. A perfectly circular lake has a diameter of
1000 m. If I walk 400° around the lake, how
e.) 60° far have I walked? Round your answer to
f.) 231° two decimal places.
g.) 4370° 4.1.6. A lake is perfectly circular with a radius of
4.1.2. Convert the following from radians to 200 m.
degrees: a.) On Monday I walked around the lake
a.) 7π for 500 m. What angle did I traverse
6
7π during that walk?
b.) 4
b.) During a walk around the lake on
c.) 5 (Round to two decimal places.)
Tuesday I traversed an angle of 450°.
d.) π How far did I walk on Tuesday?
5π
e.) 6 4.1.7. If I drive 10.5 laps around a circular race
f.) 2 (Round to two decimal places.) track and during that drive I go 37 mi,
g.) 17
(Round to two decimal places.) what is the radius of the track? Round to
5
two decimal places.
4.1.3. Compute the following and leave your
answers in exact form. 4.1.8. Elmer is on a Ferris wheel which has a
diameter of 140 ft and whose center is 80 ft
a.) sin( 3π
4 ) off the ground. If the angle that Elmer
b.) cos(− π
4) traverses over the course of the ride is
c.) tan( 5π 1500°, what total distance did he travel
6 )
around the edge of the Ferris wheel?
4.1.4. Consider the following circle of radius
6 cm. 4.1.9. Find θ below.
10
φ θ
14
4.1.10. The line drawn below goes through the

points (−1, −3) and (2, 3). Find the angle θ
and round to two decimal places.
y
circle). Round your answer to two decimal
5
places. Hint: The triangle is not a right
4
triangle but it is an isosceles triangle. Try
3 drawing a height.
2
1
θ
x
-4 -3 -2 -1 1 2 3 4 5
-1
10
-2
135° 10
-3
-4
10
-5
10
4.1.11. Find the perimeter of the shape shown

below (assume that the arc is a section of a
Challenge Problems
(4.1.c1) Challenge Problem . (This problem is not nearly as scary as

it looks. Most of the work is just simple computation.) Radians are conve-
nient in calculus. Derivatives will not be the subject of this exercise,
but when we use radians as inputs for trigonometric functions we get
d d
(sin(x)) = cos(x) and (cos(x)) = − sin(x).
dx dx
If we assume that x is in degrees, those equations become unpleas-
ant. Radians are also convenient for calculators. Calculators do not
naturally understand functions like sin, cos, log, and ln. When a cal-
culator is programmed to calculate the outputs of such functions it
must do so using only the operations of addition, subtraction, multi-
plication, and division. Hence we are forced to be clever when asking
a calculator to evaluate complicated functions. The solution comes
from calculus and it is called a Taylor Expansion. The idea is that
a “smooth” function (whatever that means) can be approximated by
a polynomial. Furthermore, this approximation can be as accurate as
you want, provided that you are willing to use a large polynomial.
In this exercise we will explore how to approximate the sine function
with polynomials.
Some advanced notation will now be introduced. First, we define
what is called a factorial. If n is some integer then we define n!
(read “n factorial”) to be the product of all positive integers which
are no larger than n. For example, 3! = 3 · 2 · 1 = 6 and 5! = 5 ·
4 · 3 · 2 · 1 = 120. As a matter of convenience we also define 0! = 1.
Now, assume that h is any function. It is sometimes convenient to
add values of h over consecutive integers. For example, we might
want to compute the sum of h(k) where k ranges over the integers
from 0 to 4. This is a natural thing to do which has a complicated
notation. Mathematicians would write
X
k=4
h(k) = h(0) + h(1) + h(2) + h(3) + h(4).
k=0
P
The symbol means that things are going to be added. Whatever
P
comes after the symbol is the thing that we will be adding (in this
case h(k)). The k = 0 at the bottom and the k = 4 at the top means
start with h(k) when k = 0 and keep adding until you get to h(k)
when k = 4. This notation is not terribly helpful in this case, but
when we are adding a lot of terms it is nice. For example, if we are
considering the sum
X
k=148
h(k) = h(17) + h(18) + h(19) + . . . + h(147) + h(148)
k=17
then it is nice to be able to use the compact form of the new notation.
It is also nice when we want to be able to vary how many of these
things we want to add, and it is very useful when defining function.
For each integer n with n > 0 define a polynomial pn such that
X
k=n
x(2k+1)
pn (x) = (−1)k .
(2k + 1)!
k=0
x (2k+1)
In this case, h(k) = (−1)k (2k+1)! . This is confusing. To help demon-
strate, the polynomials p0 , p1 , p2 , and p3 are shown below.
p0 (x) = x
x3
p1 (x) = x −
3!
x3 x5
p2 (x) = x − +
3! 5!
x3 x5 x7
p3 (x) = x − + −
3! 5! 7!
Hopefully you can see the pattern. You can see that pn+1 (x) is the
same as pn (x) except that there is one extra term. The idea here is
if we could imagine something like p∞ (x) where we add up all of
the terms, then this crazy infinite polynomial would actually equal
sin(x).
For the entirety of this problem, assume that x is in radians when
computing sin(x). Note that most scientific (or higher) calculators and
mathematics-oriented computer software can compute factorials for
you. The TI-83 has a function for factorials even though it does not
have a factorial button.
a. First, make sure you understand how these polynomials work.

P
(Do not use the notation in these parts.)
(i) Write down the polynomial p4 (x).
(ii) Write down the polynomial p5 (x).
(iii) Write down the polynomial p6 (x).
Feel free to leave factorials in your answer if you want. I defi-
nitely don’t want you to bother computing 13!.
b. The first of these polynomials - p0 (x) = x - looks nothing like

sin(x). However, it is not long before you can start to see how
the polynomials look more and more like sin(x) as n gets larger.
We now want to convince ourselves of that fact.
(i) Plot y = p4 (x) and y = sin(x) on the same graph.
(ii) Plot y = p5 (x) and y = sin(x) on the same graph.
(iii) Plot y = p6 (x) and y = sin(x) on the same graph.
This stage of the exercise is not meant to be difficult. I do not
expect you to make these graphs by hand. It is probably best to use
a computer to make these graphs for you and print them out.
WolframAlpha is a great resource, but there are other ways. Feel
free to get help with this if you need it.
c. Fill out the following table. Round to four decimal places.
x p0 (x) p1 (x) p2 (x) p3 (x) p4 (x) sin(x)

0
1
2
3
4
5
It is not advisable to do these computations by hand. That is, it is

probably not the best approach to use your calculator to com-
pute each box one at a time. Find a systematic approach. The
“table” feature of TI-8x calculators, Microsoft Excel, and the
Spreadsheet functionality of Google Docs all work nicely for
this. There are, of course, many other ways.
d. Imagine that you are in charge of programming a calculator.

You know that you need to use one of these polynomials in
place of the sine function. Use the table that you made to answer
the following questions:
(i) What is the smallest polynomial which accurately calcu-

lates sin(1) to three decimal places? That is, what is the
smallest value of n such that pn (1) is equal to sin(1) when
both are rounded to three decimal places?
(ii) What is the smallest polynomial which accurately calcu-
lates sin(2) to three decimal places?
(iii) What is the smallest polynomial which accurately calcu-
lates sin(3) to two decimal places? Hint: this one might not
be on the table.
e. Let’s assume that you are trying to program your calculator

so that it is accurate to four decimal places. After doing some
work you find for values of x in [−π, π] that the value of p6 (x) is
equal to sin(x) when rounded to four decimal places. However,
for large values of x you find that p6 (x) is not even close to
sin(x). As an example, sin(4π) = 0 but p6 (4π) = 14388.1256.
After playing with these functions for a while you find that any
time you pick an interval and find a polynomial that is accurate
on that interval, the polynomial fails miserably on some larger
interval. This is a problem because you need to be able to com-
pute sin(θ) for any value of θ. Suggest a strategy for using p6
to calculate sin(θ) accurate to four decimal places for any value
of θ. Hint: Use the fact that p6 is accurate to four decimal places on
[−π, π] along with the geometry of the graph of the sine function.
4.2 non-right triangles 205
4.2 non-right triangles

To this point we’ve focused on right triangles. In this section we

look at other triangles. The two tools that we have for working with
non-right triangles are called the Law of Cosines and the Law of Sines.
Proofs of these things are not provided in this section, but the proofs
rely heavily on the techniques that we have developed for right tri-
angles. The reason that right triangles are such an important special
case is because they are easier to analyze and because the techniques
developed for right triangles can be generalized to other triangles.
Motivation
The motivation to study triangles which are not right triangles should
be clear. We’ve developed a mastery of right triangles. If a right tri-
angle provides enough information to determine it uniquely we can
find the rest of its information. We would like to be able to do the
same with other types of triangles.
It is important to understand what information is involved in a
right triangle. Consider the right triangle shown in Figure 4.2.1. We
know how to find the lengths of a and c using a combination of the
Pythagorean Theorem and a trigonometric function.
φ c
2
π/9
a
Figure 4.2.1: An arbitrary right triangle.
Now, when we first look at the triangle in Figure 4.2.1, it looks as

though we’re given two pieces of information: the angle of π 9 and
the leg of length 2. In reality, though, we’re also given the fact that
the triangle is a right triangle which tells us the measure of a second
angle. Hence there are three known pieces of information about the
triangle in Figure 4.2.1. In this section we develop techniques so that
if we know three pieces of information about a non-right triangle then
we can determine the rest (subject to some restrictions).
Theory
The results in this section are reasonably straightforward in their

statements. However, they can be difficult to apply at times and it
can be difficult to know when to use each of them. We first introduce

the Law of Cosines in Theorem 4.2.2.
(4.2.2) Theorem (The Law of Cosines). Consider an arbitrary

triangle whose sides have length a, b, and c. Let C be the
angle such that the side opposite to C has length c. This is
shown in Figure 4.2.4. Then
c2 = a2 + b2 − 2ab cos(C). (4.2.3)
b c
C
a
Figure 4.2.4: The figure accompanying Theorem 4.2.2.
There are two ways that Theorem 4.2.2 can be applied to determine
information about a triangle. The Law of Cosines relates the three
sides of a triangle and one of its angles, so if we know three of those
things we can find the fourth. Hence we can apply it in the following
two situations:
• If we know the lengths of all three of the sides of a triangle then

we can use the law of cosines to find the measure of any of its
angles.
• If we know the lengths of two of the sides of a triangle and the

measure of one of its angles then we can use the law of cosines
to find the length of the third side.
Examples of the Law of Cosines are shown in Example 4.2.5 through

Example 4.2.7

Assume that θ is an acute angle.
6
4
7
Solution:
Any time we use the Law of Cosines we need to involve
all three sides of the triangle and one of the triangle’s interior
angles. We first assign the quantities in our triangle to the
variables involved in Theorem 4.2.2. Note that in Figure 4.2.4
the side c is opposite to the angle C. When we assign our vari-
ables it is important that we observe this convention. Since
our problem involves the angle θ we are forced to let C = θ.
Since c needs to be opposite to C we are forced to let c = 4.
Once we’ve assigned c and C, the other two sides of the tri-
angle can be assigned to a and b arbitrarily. We let a = 6 and
b = 7.
Now that we’ve assigned values to a, b, c, and C we can
relate them with Equation 4.2.3. Hence
c2 = a2 + b2 − 2ab cos(A).
After plugging in the variables and simplifying we have
42 = 62 + 72 − 2(6)(7) cos(θ)
16 = 36 + 49 − 84 cos(θ)
−69 = −84 cos(θ)
23
= cos(θ).
28
Remember from Section 3.6 that in order to find θ using the
inverse cosine function we need to know that 0° < θ < 90°.
Since the problem dictates that θ is an acute angle, it follows
that
−1 23
θ = cos = 0.61.
28
Answer: θ = 0.61
It was mentioned in Example 4.2.5 that the choice of a and b was

arbitrary. If you have trouble seeing why either choice is correct, try
reversing the choice and repeating this example. Note, also, in this
example we required that θ was an acute angle so that we could use
23
cos−1 28 . However, it was not necessary to stipulate in the problem
that θ was acute; we could have deduced that information even if it
were not stated explicitly. Since θ was opposite to the shortest side,
Lemma 3.1.38 tells us that θ must be the smallest interior angle of
the triangle. We also know that no triangle can have more than one
obtuse angle, so θ must be an acute angle.
The tricky part of using the Law of Cosines is making sure that the
right quantities go into the variables in Equation 4.2.3. The Law of
Cosines always involves all of the sides of the triangle and one of its
angles. As mentioned in Example 4.2.5, it is important that the side
we choose to be c is opposite to the angle C. Once those two things
are chosen, the sides which are chosen to be b and c are irrelevant.
In Example 4.2.5 we carefully labeled the sides of the triangle so
that we could use the equation in Theorem 4.2.2. In future examples,
though, we won’t use those labels and will simply use the quantities
in the given triangle directly.
`
10
7π
18
14
Solution:
Notice that we are given the length of two sides, the mea-
sure of one angle, and we are asked to find the length of the
third side. The Law of Cosines is applicable in this situation
because we are relating the three sides of the triangle to one
of its angles. The angle involved is 7π18 and ` is the side oppo-
site to the angle of 18 . (Thus, in this case, c = ` and C = 7π
7π
18 .)
Hence, after applying Theorem 4.2.2 and simplifying, we see
`2 = 102 + 142 − 2(10)(14) cos(7π/18)

`2 = 296 − 280 cos(7π/18)
`2 = 200.23
√
` = ± 200.23
` = ±14.15.
Of course, ` is the length of a side of a triangle so ` = 14.15.

Answer: ` = 14.15
(4.2.a) Practice Exercise . Find ` in the triangle below.

16 `
5π
12
13
In Example 4.2.5 we were given the lengths of the sides of a triangle

and were asked to find one of its angles. Using the Law of Cosines we
were able to find the desired angle. That was because the side lengths
of a triangle uniquely determine the triangle. In Example 4.2.6 we
were given the length of two of the sides and the measure of the
angle between them and were able to find the length of the third
side. Again, the length of two of the sides of a triangle and the angle
between them will uniquely determine everything about the triangle.
However, as we will see in Example 4.2.7, two sides of a triangle
and the measure of an angle which is not between them does not
necessarily define a triangle uniquely.
(4.2.7) Example . Find x below. Assume that the side whose

length is x is the longest side of the triangle.
6
5
2π
9
x
Solution:
Since this problem involves all of the sides of the triangle
and one of its angles, the Law of Cosines is appropriate. The
angle involved is 2π
9 and the side opposite to the angle of 9
2π
is the side whose length is 5. Using Theorem 4.2.2 we have

that
52 = 62 + x2 − 2(6)(x) cos(2π/9)
(4.2.8)
25 = 36 + x2 − 12 cos(2π/9)x
It is important that we remember how to solve these equa-

tions. When rearranged, Equation 4.2.8 becomes
0 = x2 − (12 cos(2π/9))x + 11. (4.2.9)

We see that Equation 4.2.9 asks for the roots of a second de-
gree polynomial which we can find with the quadratic for-
mula. Hence
√
−b ± b2 − 4ac
x=
p 2a
−(−12 cos(2π/9)) ± (−12 cos(2π/9))2 − 4(1)(11)
x=
2(1)
x = 1.414 or x = 7.778.
Unfortunately, the equation in Theorem 4.2.2 yields two pos-

sible values for x. However, we know that the side of the
triangle whose length is x is the longest side so that x must
be 7.778 as 1.414 < 5.
Answer: x = 7.778
In Example 4.2.7 we found two possible values for x. The problem

statement told us that we needed the biggest value, but we should
explore what both of those values represent. Consider the figure pre-
sented in the problem statement of Example 4.2.7. It gives us two side
lengths and the length of an angle, but it tells us nothing about the
angle between the side of length 6 and length 5. So, there is no reason
to expect that the triangle looks anything like the one shown in the
figure, or that the triangle is an obtuse triangle. In fact, there are two
triangles with side lengths of 6 and 5 and an angle of 2π 9 adjacent to
the side of length 6; one of which corresponds to x = 1.414 and the
other of which corresponds to x = 7.778.
6 6
2π 5 5
9
2π
9
x = 1.414 x = 7.778
(a) The triangle with (b) The triangle with
x = 1.414. x = 7.778.
Figure 4.2.10: The two possible triangles in Example 4.2.7.
You can see in Example 4.2.7 that the angle at the top of the triangle
was not specified so there is no reason that it needs to be an obtuse
angle. The two values of x were obtained by solving Equation 4.2.9.
Remember that an equation of the form ax2 + bx + c = 0 sometimes
has two solutions, sometimes it has one solution, and sometimes it
has no solution at all. Getting two solutions means that there are
two possible triangles like the two in Figure 4.2.10. If, in a different
example, you find that the Law of Cosines yields no solution, then
there is simply no triangle possible with the dimensions stated. Any
negative solutions can be ignored, as usual, since a negative number
cannot be the length of a side of a triangle.
The other tool that we have in this section is the Law of Sines in
Theorem 4.2.11.
(4.2.11) Theorem (The Law of Sines). Consider a triangle

with sides of length a and b and with angles of A and B
such that the side of length a is opposite to the angle A and
the side of length b is opposite to the angle B. This is shown
in Figure 4.2.13. Then
sin(A) sin(B)
= (4.2.12)
a b
b a
A B
Figure 4.2.13: The figure accompanying Theorem 4.2.11.
Observe that the Law of Sines involves two of the three sides of the
triangle and two of the three angles in the triangle. It follows that the
Law of Sines can be used in two situations:
• If we know the lengths of two of the sides and the measure of

one of the angles in a triangle, then the Law of Sines can be
used to find the measure of a second angle.
• If we know the length of one of the sides and the measure of

two of the angles in a triangle, then the Law of Sines can be
used to find the length of a second side.
These two situations are different from those where we use the Law
of Cosines. We explore the Law of Sines in Example 4.2.14 through
Example 4.2.17.
(4.2.14) Example . Find θ in the triangle below.
4
2
16π
45 θ
Solution:
We are given the lengths of two of the sides of this triangle
and the measure of one of its angles. Since we’re looking for
a second angle, the Law of Sines is appropriate. We will start
by assigning the variables in Theorem 4.2.11 to our triangle.
In Figure 4.2.13 we have that the side a is opposite to the
angle A and that the side b is opposite to the angle B. It is,
again, important that we observe this convention whenever
we apply the Law of Sines. We will let a = 4 and b = 2 which
forces A = 16π
45 and B = θ (compare the triangle in this ex-
ample with Figure 4.2.13). Note that it is perfectly acceptable
to swap a and b as long as you also swap A and B so that
the appropriate sides are opposite to the appropriate angles.
Then, using Theorem 4.2.11,
sin(A) sin(B)
= .
a b
After plugging in the variables and simplifying we have
sin( 16π
45 ) sin(θ)
=
4 2
1
sin(θ) = sin(64°)
2
sin(θ) = 0.45.
Since sin(θ) = 0.45 we want to say that θ = sin−1 (0.45). In

order to do so, though, we need to know that θ is an acute
angle. Only the largest angle in a triangle can be obtuse and
the largest angle must be opposite to the longest side. Since
the side of length 2 cannot be the largest side, θ cannot be the
largest angle and hence θ must be acute. It follows that
θ = sin−1 (0.45) = 0.47.
Answer: θ = 0.47
One must be very careful with examples like Example 4.2.14. Com-
pare it with Example 4.2.5. Notice that in both of these examples we
were given the length of two sides and the measure of one angle.
However, in Example 4.2.5 we were asked to find the length of the
third side which required the Law of Cosines while in Example 4.2.14
we were asked to find the measure of a second angle which required
the Law of Sines. When deciding between these two laws it is not suf-
ficient to consider only the information which is given, but instead we
need to consider all of the information involved in the problem. When
we include the thing for which we are trying to solve, Example 4.2.5
involves three sides and an angle while Example 4.2.14 involves two
sides and two angles.
Just like with the Law of Cosines, the equation involved in The-
orem 4.2.11 is very picky about the assignment of the variables. In
Example 4.2.14 we were precise about using the same variables used
in Equation 4.2.12 but we will not do that in the future. When using
the Law of Sines we will simply have two fractions of the form sin(θ)
`
which are equal and it is important that the angle in the numerator is
opposite to the side in the denominator.
(4.2.15) Example . Find ` in the triangle below.
7
`
2 0.54
Solution:
Since the problem involves two angles and two sides, the
Law of Sines is the correct choice. Observe that the angle of
0.54 is opposite to the side of length ` and the angle of 2 is
opposite to the side of length 7. Hence from Theorem 4.2.11
we have
sin(0.54) sin(2)
=
` 7
7 sin(0.54)
`=
sin(2)
` = 3.98
Answer: ` = 3.98
There is one tricky thing that can happen when using the Law of
Sines. We can be given two angles and two sides, but it could be
that they are not appropriately opposite one another. We explore this
possibility in the next three examples.
(4.2.16) Example . Find ` in the triangle below.
3π/20 5π/18
14
Solution:
This problem involves two angles and two sides, which
means that we will be using the Law of Sines. Note that the
angle of 3π20 is across from the side of length ` but the angle
of 5π
18 is not across from the side of length 14. Hence it is not
the case that XX 3π 5π
sin(X
20
X) sin(
18 )

.

X=X X
` 14
XX X
The trick is that we know the third angle in the triangle, as
well. The top angle has measure 103π180 and that angle is oppo-
site to the side of length 14 so
sin( 3π
20 ) sin( 103π
180 )
=
` 14
by Theorem 4.2.11, and hence
14 sin( 3π
20 )
`= = 6.52.
sin( 103π
180 )
Answer: ` = 6.52
(4.2.17) Example . Find θ in the triangle below. Assume that

it is an acute triangle.
θ 0.92
10
Solution:
The problem involves two sides and two angles, so the Law
of Sines is the appropriate tool. We see that the angle of 0.92
is opposite to the side of length 9 but the side of length 10 is
not opposite to θ. However, the angle at the top of the triangle
is across from the side of length 10. Call the angle at the top
of the triangle α. Using Theorem 4.2.11 we have
sin(α) sin(0.92)
= .
10 9
Of course, the question doesn’t ask us for α but it is the one

angle that we can find and it will help us find θ. It follows
that
10 sin(0.92)
sin(α) = = 0.88
9
Since the triangle is acute, α must be acute and hence
α = sin−1 (0.88) = 1.08.
Again, we wanted to find the measure of θ. Since the sum of

the interior angles in a triangle add to π, we have
θ = π − 0.92 − α = π − 0.92 − 1.08 = 1.14.
Answer: θ = 1.14
θ
9
0.66
8
Solution:
Since the problem involves two angles and two sides we
will be using the Law of Sines. However, this seems to be the
toughest case of the Law of Sines. Notice that the angle we
know is not opposite to either of the sides we know. Let φ be
the third angle in the triangle and let ` be the length of the
third leg. By choosing different pairs of angles, we can get
three different equations from Theorem 4.2.11:
sin(φ) sin(θ)
= ,
9 8
sin(θ) 0.66)
= , and (4.2.19)
8 `
sin(0.66) sin(φ)
=
` 9
However, each of those three equations have two unknown
quantities in them which means we cannot use any of the
equations to solve for any of the variables at this point. How-
ever, there is one other thing that we can do; using the Law of
Cosines, we can find `. The problem statement did not ask us
to find ` but we are unable to find any of the angles with the
information given and if we knew ` then the second line in
Equation 4.2.19 will give us θ. Using Theorem 4.2.2 we have
`2 = 92 + 82 − 2(9)(8) cos(0.66)
`2 = 31.24
` = 5.59.
Then, using the third equation in Equation 4.2.19 we have
8 sin(0.66) 9 sin(0.66)
sin(θ) = = = 0.99.
` 5.59
Since the side of length 8 is not the shortest side, we know
that θ is an acute angle and hence
θ = sin−1 (0.99) = 1.41.
Answer: θ = 1.41
(4.2.b) Practice Exercise . Find θ in the triangle below.
11π
30 θ
2
Recall the triangle that we examined in Example 4.2.7. However,

suppose that we want to find the right-most angle in the triangle
instead of the side, x. This is shown as θ in Figure 4.2.20. This time,
using the Law of Sines, we have
sin(θ) sin(2π/9)
=
6 5
so that
6 sin(2π/9)
sin(θ) = = 0.77.
5
We would now like to use the inverse sine function to find θ. How-
ever, in order to do that, we would need to know that θ is an acute
angle but there is no reason to expect this to be the case. In fact, the
discussion following Example 4.2.7 shows that there are two possible
triangles corresponding to two different values of θ. These two trian-
gles are shown in Figure 4.2.10. One of the values of θ corresponds
to the acute angle θ = sin−1 (0.77) = 50.47° but we have not yet devel-
oped the techniques to find the other value of θ. We will explore this
situation more in future sections.
6
5
2π
9 θ
Figure 4.2.20: The triangle from Example 4.2.7.
The final example that we wish to explore is one where all three of
the sides of a triangle are known and we wish to find all of the angles.
In these examples, always find the angles in order of increasing mea-
sure. That is, find the smallest angles first and find the largest angle
last. The last angle will be the easiest to find, and we’ve seen already
in this section that there can be problems when the Law of Sines and
the Law of Cosines involves angles that are possibly obtuse. The only
angle which can possibly be obtuse is the largest angle, which is why
we find it last.
(4.2.21) Example . Find all of the angles in the triangle be-

low.
γ
12 19
α β
23
Solution:
We would like to find the smallest angle first. Recall that
the smallest angle is opposite to the shortest side, hence we
would like to find β first. Since we want to use three sides to
find an angle, we need to use the Law of Cosines. Hence
122 = 192 + 232 − 2(19)(23) cos(β)

122 − 192 − 232
cos(β) =
−2(19)(23)
cos(β) = 0.85
Since we carefully chose β so that it is an acute angle, we

know that
β = cos−1 (0.85) = 0.55.
We next try to find the second-smallest angle, which is α.
We know all of the lengths of the sides and the measure of one
of the angles. Hence we have a choice to use either the Law of

Sines or the Law of Cosines to find α. You may choose either
one of them, but here we will use the Law of Sines. Hence
sin(β) sin(α)
= (4.2.22)
12 19
so that
19 sin(β) 19 sin(0.55)
sin(α) = = = 0.82.
12 12
Again, α was carefully chosen so that it is necessarily acute
and hence
α = sin−1 (0.82) = 0.97°.
When we used the Law of Sines to find Equation 4.2.22 we
could also have written
sin(α) sin(γ)
= . (4.2.23)
19 23
This is certainly valid mathematics and accurately relates the
variables. However, in Equation 4.2.23 there are two unknowns
- namely α and γ - so it cannot be used to solve for anything.
There is only one unknown in Equation 4.2.22, though, which
allowed us to solve for α, thus making it more valuable than
Equation 4.2.23 in this case.
Now that we know two of the angles in the triangle, we can
easily find the third since the interior angles of a triangle sum
to π. Finally,
γ = π − α − β = π − 0.97 − 0.55 = 1.62.
Note that γ was, in fact, an obtuse angle, which is why it was

good to save it until last.
Answer: α = 0.97, β = 0.55, and γ = 1.62.
Applications
This whole chapter has dealt with applications which use triangles to
find distances and angles. In Section 3.2 and Section 3.5 we learned
how to use trigonometric functions to find the lengths of the sides of
a right triangle. In Section 3.6 we learned how to use inverse trigono-
metric functions to find the angles in right triangles. In each of those
sections we looked at several applications. The limitation, though,
was that these applications required us to use right triangles. We can
now handle all of those same applications in the cases which do not
involve right triangles. We will now look at three such examples; the
first of which is the example at the end of Section 3.1.
(4.2.24) Example . Two pilots are planning flights to two

different cities from the same airport. They use a navigational
plotter to determine that their flight paths are an angle of π 3
apart. One of the planes flies 140 mi before landing in the first
city and the other flies 100 mi before landing in the second
city as shown below. How far apart are the cities after they’ve
both landed?
City 1
140 mi
City 2
π
3
100 mi
Airport
Solution:
This application is easily handled with the Law of Cosines.
The line between the two cities forms a triangle; call the length
of this line `. Then, using Theorem 4.2.2, we have
`2 = 1002 + 1402 − 2(100)(140) cos(π/3)

`2 = 15600
` = 124.90
and hence the cities are 124.90 mi apart.

Answer: 124.90 mi
(4.2.25) Example . A light fixture is hanging from the ceil-

ing. It is held up by two cables which are bolted to the ceil-
ing at one end and tied to the light fixture on the other. The
shorter cable is 6 ft long and makes an angle of 0.58 with the
ceiling. The longer cable is 8 ft long. Find the angle that the
longer cable makes with the ceiling.
Solution:
As always, we start by drawing the picture. The angle of
interest is θ below.
0.58 θ
6 ft 8 ft
Now that we’ve drawn the image, we see immediately that

the Law of Sines applies. Then, from Theorem 4.2.11 we have
sin(θ) sin(0.58)
=
6 8
so that
6 sin(0.58)
sin(θ) = = 0.41.
8
It seems clear from the picture that θ is an acute angle. How-
ever, just to be sure, the side opposite to θ cannot be the
longest side, so θ must be acute. Hence
θ = sin−1 (0.41) = 0.42.
Answer: 24.11°
(4.2.26) Example . Tim is practicing the shot put. He throws

the first shot a distance of 18.1 m. He throws his second shot
a distance of 21.3 m at an angle of π/9 from the first. How far
apart are the two shots?
Solution:
The geometry is shown in the triangle below where d is the
distance between the two shots.
21.3
d
π/9
18.1
It then becomes clear that the Law of Cosines will help us

find d. Hence
d2 = 18.12 + 21.32 − 2(18.1)(21.3) cos(π/9)

q
d = 18.12 + 21.32 − 2(18.1)(21.3) cos(π/9)
d = 7.53
so that the two shots are 7.53 ft from each other.

Answer: 7.53 ft
(4.2.27) Example . A surveyor is trying to find the height

of a mountain. From where he is initially standing, his line
of sight with the top of the mountain makes an angle of θ =
0.414 with the ground. He then steps back 1000 ft from the
mountain and measures that his line of sight with the top of
the mountain makes an angle of φ = 0.385 with the ground.
How tall is the mountain?
Solution:
Let’s start by drawing a picture (which is not drawn to
scale). The desired height is labeled h.
φ θ
1000 ft
We only know one length in the entire picture. Let’s start with
the triangle which contains that length, as shown below.
φ `
α
1000
Of course we have α = π − θ = 2.728 and β = π − φ − α =

0.029. Certainly we can find either of the two missing sides
using the Law of Sines; each will allow us to determine the
height of the mountain. We will focus on finding the side

labeled `. Using Theorem 4.2.11 we have
sin(0.385) sin(0.029)
=
` 1000
and hence
1000 sin(0.385)
`= = 12952.13.
sin(0.029)
It is more important than usual in this example to be care-
ful with rounding. Since sin(0.029) is so small (it is approxi-
mately 0.029), it is important that we do not round until the
very end of the problem. Approximations will be shown at
each step, but in this solution we do not perform any round-
ing until the final answer.
Now that we know `, we can look at the small triangle
which contains ` and h, as shown below.
`
h
This triangle is drawn as a right triangle because the height

of the mountain should be measured perpendicular to the
ground. We know two of the angles and two of the sides of
this triangle so we could use the Law of Sines to find h if
we wanted. However, since we have a right triangle in this
situation we have
h
sin(θ) =
`
so that
h = ` sin(θ) = 12952.13 sin(0.414) = 5210.31.
Finally, the mountain is 5210.31 ft tall.

Answer: 5210.31 ft
(4.2.c) Practice Exercise . Kevin leaves his house and walks

3500 m in a straight line. He then stops, rotates to the left by
an angle of 7π18 , and then walks another 2250 m in a straight
line. At this point, how far is he from his house?
Homework Assignment
4.2.1. Find x in the triangle below. Round your

7π
30
θ 9
x 40
7π
30
9 4.2.6. Find ` below given that θ = 1.91 and
40 φ = 0.51. Round your answer to two
decimal places.
4.2.2. Find ` below. Round your answer to two
decimal places. Note: This image is not
drawn to scale.
`
θ φ
12 4
0.87 2.04 4.2.7. Find all three angles in the triangle below.
` Round your answers to two decimal places.
4.2.3. Find y in the triangle below. Round your φ

answer to two decimal places. 5 6
θ α
10
63
4.2.8. Find all of the angles in the triangle below.
2π 25π Round your answers to two decimal places.
9 36
y
φ
4.2.4. Find z in the triangle below assuming that
20 13
all of the internal angles of the triangle are
acute. Round your answer to two decimal
places. γ
θ
21
6.5 10 4.2.9. Find all of the angles in the triangle below.

2π
9
z φ
10 12
4.2.5. Find θ in the triangle below. Round your θ α

answer to two decimal places. 19
4.2.10. Verify that the triangle below is a right the top of the post, find the angle that the
triangle by finding the missing side and rope will make with the ground. Round to
the two missing angles. two decimal places.
π
4.2.16. A telephone pole is tilted at an angle of 15
π
3 toward the sun. At a particular moment,
6 the post casts a shadow whose length is
3
30 m. The line between the tip of the
shadow and the tip of the pole makes a 2π 9
θ φ
angle with the ground. Find the length of
`
the pole. Round to two decimal places.
4.2.11. A ship leaves the harbor, travels 5 mi north 4.2.17. Consider the diagram below.
and then turns and travels 2 mi north east.
How far is the ship from the harbor at that
point (in a straight line)? Round your θ
answer to two decimal places. Hint: What is
the angle between north and north east?
d
4.2.12. Cindy and Katie both leave school at the
same time on their bikes and they travel in
straight lines which meet at an angle of 7π
9 . 2π 13π
After ten minutes Cindy is 3 mi from 9 45
school and Katie is 2.2 mi from school. 2 `
How far apart are they after ten minutes?
a.) Find θ. Leave your answer in exact
form.
4.2.13. I set sail from my dock and head in a b.) Find d. Round your answer to two
straight line for 7 mi. The wind then picks decimal places.
up momentarily and I am forced to change c.) Find `. Round your answer to two
direction by 5π36 . I then sail in a straight line decimal places.
for another 4 mi. At this point, how far am
I from the dock? Round to two decimal 4.2.18. Consider the following diagram:
places.
2π
3
4.2.14. A particular clock has an hour hand with a 2.75 φ
length of 5 in and a minute hand with a
length of 8 in. If the two hands are m
currently meeting at 23π 36 , find the distance θ
between their tips. Round to two decimal 3
places. 2 `
4.2.15. A rope is helping to anchor a tall, thin sign

post. The rope is 20 ft long, it is tied to the 5
very top of the post, and it makes an angle
of 4π a.) Find ` and round to two decimal
9 with the ground. An engineer wants
to use another rope on the opposite side of places.
the post to add more support. If the second b.) Find θ and round to two decimal
rope is 25 ft long and is also to be tied to places.
c.) Find m and round to two decimal d.) Find φ and round to two decimal
places. places.
Challenge Problems
(4.2.c1) Challenge Problem . The Law of Sines and the Law of

Cosines are generalizations of the rules that we’ve established for
right triangles. In this exercise we’re going to explore those relation-
ships. Consider the triangle shown below:
c
b
θ
a
For the sake of this exercise, pretend that you don’t know anything
about the Pythagorean Theorem and the equations developed in Sec-
tion 3.2 and Section 3.5. Use only the Law of Cosines and the Law of
Sines to show the following relationships:
c2 = a2 + b2
b a b
sin(θ) = cos(θ) = tan(θ) =
c c a
Carefully justify your work.
4.3 sinusoidal functions

Imagine the height of a bouncing ball, the length of a spring go-

ing back and forth, or the height of water sloshing back and forth
in a glass. Imagine the height of a rider on a Ferris wheel, the av-
erage temperature of a city over time, or the height of the tide. The
commonality in these things is that they all oscillate evenly between
Actually, the motion two values. A convenient way to model situations like this is with a
of the spring is transformation of the sine function.
modeled exactly by a
transformation of
the sine function,
which is very cool.
Motivation
Let’s go back, yet again, to the example that we explored in the be-
ginning of Section 2.4 and Section 3.4. Someone is sitting on a Ferris
wheel with a radius of 80 ft, whose center is 100 ft off of the ground.
This is shown again in Figure 4.3.1.
position at an angle of θ
80 ft
θ
40 ft
100 ft
starting point
Ground Level
Figure 4.3.1: A new Ferris wheel rider’s position at an angle of θ.
We learned in Section 3.4 that when the rider’s carriage makes an

angle of θ with the horizontal, his height is h(θ) feet where
h(θ) = 80 sin(θ) + 100.
This is a useful equation. However, in practice, it is more interesting

to know the rider’s position as a function of time. That is, considering
the Ferris wheel’s speed and the rider’s starting position, we would
like to make a function H such that t seconds into the ride, the rider’s
height is H(t).
Suppose that this Ferris wheel takes one minute to complete a rev-
olution and suppose that the rider is sitting in the starting position
shown in Figure 4.3.1. As long as we’re given specifics like that, this
section explores how to find the function H. Of course, the Ferris
wheel is rotating at a constant rate which means that the rider’s an-
4.3 sinusoidal functions 227
gle will be a linear function of time. As we will show later in the

section,
π
H(t) = 80 sin (t − 5) + 100.
30
This equation is one of a general class of functions of the form
f(x) = A sin(B(x − h)) + k
which we will come to call sinusoidal functions.
Theory
Roughly speaking, a sinusoidal function is a function which basically

looks like the sine or cosine functions. That is, a sinusoidal function
is a transformation of the sine or cosine function.
(4.3.2) Definition . A function f is sinusoidal if it has the

form
f(x) = A sin(B(x − h)) + k.
for real numbers A, B, h, and k.
We wanted sinusoidal functions to look like either sine functions

or cosine functions and we defined sinusoidal functions to be a trans-
formation of the sine function. If you look at the graphs of the sine
and cosine functions you’ll notice that they are the same graphs up to
a horizontal translation. Hence it’s enough to consider only transfor-
mations of one of the sine or cosine functions. Here we use the sine I won’t lie. In my
function, but it is really an arbitrary choice. heart, I just like the
sine function better.
Let’s start by looking at some examples. Figure 4.3.4 shows graphs
of the following functions:

2π
f(x) = 2 sin (x − 3) + 1
3

2π
g(x) = 4 sin (x + 2) − 1
5
(4.3.3)
1
p(x) = sin 8 x − −3
4

1
q(x) = 3 sin (x − 7) + 2
2
Remember, of course, that these x-values represent radian measure
of an angle. You can see how the general shape of these functions
resemble the shape of the sine function.
Sinusoidal functions have four parameters. In the sinusoidal func- MATH 111 covered
tion transformations of
functions. It may be
f(x) = A sin(B(x − h)) + k
helpful to review
this material.
5 y = q(x)
4
3
y = f(x)
2
1
y = g(x)
x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
-3 y = p(x)
-4
-5
Figure 4.3.4: The functions in Equation 4.3.3.
the four parameters are A, B, h, and k. We already understand two

of them. If B = 1 and h = 0 then we have f(x) = A sin(x) + k. In that
case, we already know that the amplitude of f is A and the midline is
y = k. Since B and h are horizontal shifts and since the amplitude and
midline are vertical properties, even for arbitrary sinusoidal functions
the amplitude is A and the midline is y = k.
The other main feature of a periodic function was the period. We
would expect a transformation of a periodic function still to be peri-
odic and, in fact, sinusoidal functions are periodic. A horizontal shift
(the h value) shouldn’t affect the period of a function but a horizon-
tal stretch (the B value) certainly will affect the period. Recall that the
1
value of B stretches the function horizontally by a factor of B . The
period of the sine function is 2π and stretching the sine function by
1
a factor of B results in a function whose period is 2π B . That is, the
period p of a sinusoidal function is given by
2π
p= .
B
The value of h is the horizontal shift. That is, the graph of y =
A sin(B(x − h)) + k is the same as the graph of y = A sin(Bx) + k
except shifted to the right by h units (or to the left by |h| units if h is
negative). Figure 4.3.5 shows the graph of y = sin(x) and the graph
of y = sin(x − 1).
We must be very careful about the value of h. Consider the function
f(x) = 2 sin(2x − 3) + 1. (4.3.6)
This function is certainly sinusoidal. In order to study the geometry

of this function we want to write f in the form
f(x) = A sin(B(x − h)) + k. (4.3.7)

y
h=1
1
y =x sin(x − 1)
-4 -3 -2 -1 1 2 3 4
y = sin(x)
-1
Figure 4.3.5: The graphs of y = sin(x) and y = sin(x − 1).
It is clear that A = 2, B = 2, and k = 1. It is tempting to think that h =

−3, but this is not the case. Notice that the inside of the sine function
in Equation 4.3.7 is factored. We want to rewrite Equation 4.3.6 as
f(x) = 2 sin(2(x − 1.5)) + 1.
Notice the similarities with Equation 4.3.7. This is the form in which
we need the function to be when we’re looking for h. Still, it is tempt-
ing to say that h = −1.5. However, because of the form of Equa-
tion 4.3.7, we actually have that h = 1.5 in this case. The sign on h
is important as h = 1.5 corresponds to a horizontal shift of 1.5 to the
right and h = −1.5 corresponds to a horizontal shift of 1.5 to the left.
Just to reaffirm, Figure 4.3.8 shows the horizontal shift between the
graphs of y = 2 sin(2x) + 1 and y = 2 sin(2x − 3) + 1.
y
1.5
3 y = 2 sin(2x) + 1
x
-4 -3 -2 -1 1 2 3 4
-1 y = 2 sin(2x − 3) + 1
Figure 4.3.8: The graphs of y = 2 sin(2x) + 1 and y = 2 sin(2x − 3) + 1.
feature graph of y = A sin(B(x − h)) + k
Amplitude A
Midline y=k
2π
Period B
Horizontal Shift h
Table 4.3.9: The geometric features of a sinusoidal function.

The geometric features of sinusoidal functions are shown in Ta-

ble 4.3.9. An understanding of these geometric features can allow us
to graph sinusoidal functions without a calculator. This is shown in
Example 4.3.10. Graphing these function is review from MATH 111
so we won’t spend a lot of time on it here. However, sinusoidal func-
tions are easier to graph than most other transformations; they just
take some practice.
(4.3.10) Example . Sketch the graph of

π
f(x) = 3 sin (x − 3) − 1.
4
Solution:
First, sketch the midline, maximum, and minimum on your
graph. The midline of f is y = −1 (since k = −1) and the
amplitude is A = 3. Hence the maximum of f will be −1 + 3 =
2 and the minimum will be −1 − 3 = −4. Below are the graphs
of the lines y = 2, y = −1, and y = −4.
y
y=2
x
y = −1
y = −4
Next, we sketch the graph of y = 3 sin(x) − 1. This graph

will respect all of the vertical features of f, but none of the
horizontal ones.
y
y=2
x
y = −1
y = 3 sin(x) − 1
y = −4
Remember that the sine function “starts” at the midline. That

is, when x = 0, 3 sin(0) − 1 = −1. Once you know where the
function starts you can fill in the shape of the graph to the
right of that point. Note that the last graph doesn’t include
any units on the x-axis. This was intentional. We want our
eventual graph to have the period of f. If the period of f is p
then we know that π 2π π 2π
4 = p (since B = 4 ) so that p = π/4 = 8.
Now that we know the period of f should be 8, we can put
units on the x-axis of our graph.
one period
y=2
x
8
y = −1
y = 3 sin( π
4 x) − 1
y = −4
After we put units on the graph, the function that we graphed

before is no longer y = 3 sin(x) − 1, but is now y = 3 sin( π4 x) −
1. Since f(x) = 3 sin( π
4 (x − 3)) − 1, the graph of y = f(x) is just
a horizontal shift of the graph that we already have to the
right by 3 units. Shown below is the previous graph shifted
to the right by 3 units, which is the graph of y = f(x).
y
3
y=2
x
8
y = −1
y = f(x)
y = 3 sin( π
4 x) − 1
y = −4
Answer: Shown on the previous graph.
The real focus of this section will be to use sinusoidal functions for
modeling. That is, if we have some features of the graph of a function,
we want to be able to come up with a sinusoidal function which
reflects those features. For example, suppose that f is a sinusoidal
function with satisfies the following:
• The amplitude of f is 3.
• The midline of f is y = 2.
• The period of f is 4.
• f(2) = 5.
We want to find an equation for f. Of course, since f is a sinusoidal

function, we know that
f(x) = A sin(B(x − h)) + k. (4.3.11)
Since A is the amplitude of f we know that A = 3. Since the amplitude

of f is y = k we know that k = 2. To find the value of B we have
2π
B= p where p is the period of f so that B = 2π
4 =
π
2. So far we have
that
π
f(x) = 3 sin (x − h) + 2.
2
Generally, finding the value of h is the hardest part. It is probably not
the case that h = 0, but let’s look at the graph of y = 3 sin π 2x + 2
in Figure 4.3.12. We know that the graph of y = f(x) should be a
horizontal shift away from this graph. We also know that f(2) = 5. We
can see in Figure 4.3.12 that if we shift the graph of y = 3 sin π2x +2
to the right by 1 unit then we have a graph which contains the point
(2, 5). This graph satisfies all of the requirements and a horizontal
shift to the right by 1 corresponds to h = 1, so we have

π
f(x) = 3 sin (x − 1) + 2.
2
6
1
5
y = 3 sin π

2 2 x +2
x
-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8
-1 y = f(x)
-2
Figure 4.3.12: The graph of the function in Equation 4.3.11 and the graph of
the same function before the horizontal shift.
After we found the values of A, B, and k, there was exactly one

feature left to satisfy: the fact that f(2) = 5. When we’re looking for
the horizontal shift, the strategy is to graph the function with no
horizontal shift and then try to figure out what kind of a shift will
satisfy the final feature. In this case, we needed the graph of y = f(x)
to contain the point (2, 5). Before the shift we saw that the graph
contained the point (1, 5) and a shift to the right of 1 unit moved that
point to (2, 5).
As we mentioned before, the name of the game in this section will
be finding the value of h. Unfortunately, there is no sure-fire proce-
dure for doing this; it is just a matter of practicing until you get it
down. We explore this more in the following examples.
(4.3.13) Example . The graph of y = f(x) is shown below.

y
2
(0.65, 1) (1.65, 1)
1
x
-2 -1 1 2 3
-1
-2
-3
-4 y = f(x)
-5
Assuming that f is a sinusoidal function, find an equation for

f.
Solution:
Since f is sinusoidal we have
f(x) = A sin(B(x − h)) + k.
Using the techniques in Section 2.4 we know that the period

of f is 1, the midline of f is y = − 32 , and the amplitude of f is
5 5 3
2 . It follows that A = 2 , k = − 2 , and B = 2π. Hence we have
5 3
f(x) = sin(2π(x − h)) − .
2 2
We are left with the task of finding the value of h. We
first graph the function with h = 0. That is, we graph y =
5 3
2 sin(2πx) − 2 . It is shown below along with the graph of
y = f(x).
y
(0.25, 1)
2
(0.65, 1)
1
x
-1 1 2
-1
5 3
-2
y= 2 sin(2πx) − 2
-3 y = f(x)
-4
-5
The point (0.25, 1) is identified on the graph above of y =

5 3
2 sin(2πx) − 2 . This is because there is a maximum of a sinu-
soidal function with no horizontal shift at x = 14 p where p is
the period and there is a minimum at x = 34 p. In this case,
p = 1.
To find the value of h we need to figure out how to shift
the graph of y = 25 sin(2πx) − 32 in order to line up with the
graph of y = f(x). We see that if we shift it to the right by

0.65 − 0.25 = 0.4 then they will line up; that is, the point
(0.25, 1) will be shifted to the point (0.65, 1). A shift to the
right by 0.4 corresponds to h = 0.4 = 25 and hence

5 2 3
f(x) = sin 2π x − − .
2 5 2
5
Answer: f(x) = 2 sin(2π(x − 25 )) − 3
2
There is something about Example 4.3.13 that deserves mention.

We decided to shift the graph of y = 52 sin(2πx) − 23 to the right by
0.4 units in order get it to line up with the graph of y = f(x). How-
ever, the interested observer might notice that there are a lot of other
choices of horizontal shift. Indeed, it seems as if we shift the graph
of y = 25 sin(2πx) − 32 to the left by 0.6 units then they will also line
up. We can also shift to the left by 1.6 units, or by a whole bunch
of other choices. Why, then, can’t it be that h = −0.6 or h = −1.6?
Actually, those are perfectly reasonable values for h. This is because
Remember the any sinusoidal function can be shifted in either direction by its period
definition of a without changing. Once you find one acceptable value of h (in this
periodic function in
case, h = 0.4), you can add or subtract the period (in this case 1) from
Definition 2.4.3.
it as many times as you’d like and the function doesn’t change.
The point of the previous digression is that there are many accept-
able answers to Example 4.3.13.
(4.3.14) Example . Find a sinusoidal function f such that:
• The maximum of f is 14.
• The minimum of f is 2.
• f(−0.5) = 14.
Solution:
We know that
f(x) = A sin(B(x − h)) + k.
The amplitude is 14−22 = 6 so that A = 6. The midline is

14+2
y = 2 = 8 so that k = 8. Since the period is 2, we have
B = 2π
2 = π. It follows that
f(x) = 6 sin(π(x − h)) + 8.

It is almost always straightforward to to find A, B, and k.

Finding h is the difficult part. We start by looking at what
would happen if h = 0 and graph y = 6 sin(πx) + 8.
y
(0.5, 14)
14
2 y = 6 sin(πx) + 8
x
-2 2
We need f(−0.5) = 14 so our graph should contain the point

(−0.5, 15). We see that we need to shift the graph 1 unit to the
left as shown below in order to make that happen.
y
(−0.5, 14) (0.5, 14)
y = f(x)
2 y = 6 sin(πx) + 8
x
-2 2
A horizontal shift of 1 to the left corresponds to h = −1 so
f(x) = 6 sin(π(x + 1)) + 8.
Answer: f(x) = 6 sin(π(x + 1)) + 8
(4.3.a) Practice Exercise . Find a sinusoidal function f such

that:
• The maximum of f is −1.
• The minimum of f is −6.
• f(1) = −1.
Notice that we have not used any negative values of A or B in this

section. There is no reason they can’t be negative, but there is also
no reason that they need to be negative, either. We have already seen
that any sinusoidal function can be written in multiple ways by using
different values of h. In fact, given any sinusoidal function we can
always find a way to write it such that A and B are both positive. As
an example, you can check that

π
f(x) = −3 sin − (x − 1) − 2 and
2

π
g(x) = 3 sin (x − 1) − 2
2
are the same functions. In these notes we will not use negative values
of A and B.
Lastly, consider an arbitrary sinusoidal function but distribute the
inside of the sine function so that
f(x) = A sin(Bx − Bh) + k.
The quantity Bh has some important properties and is called the

Phase shift is very phase shift of f. There are certain applications where the phase shift
important in audio is much more significant than the horizontal shift, but we will not
and signal
focus on phase shift in these notes.
processing.
Applications
We want to be able to model some actual situations with sinusoidal

functions. In Example 4.3.14 we were given a list of features of a
function and we tried to find a sinusoidal function which modeled
those features. In the applications that follow, we first try to find that
list of features. We can then tackle the modeling similar to the way
that we tackled Example 4.3.14.
(4.3.15) Example . An engineer measures the oscillating pres-

sure in a certain pipe. He finds that it takes 45 min for the
pressure to drop from a high of 5000 kPa to a low of 2000 kPa
and then another 45 min for it to get back up to 5000 kPa.
(kPa is a unit of pressure called the kilopascal.) The function
P models the pressure since the first time the pressure was
at its peak. That is, P(t) is the pressure (in kPa) in the pipe
t minutes after the first time the pressure reached 5000 kPa.
Assuming that P is a sinusoidal function, find a formula for

P.
Solution:
Since P is sinusoidal, we have
P(t) = A sin(B(t − h)) + k.
We first want to determine all of the features of this graph.

Obviously its maximum is 5000 and its minimum is 2000.
What about its period? The problem stipulates that it takes
45 min for the pressure to drop from a high of 5000 kPa to a
low of 2000 kPa and then another 45 min for it to get back
up to 5000 kPa. That’s 45 min to go from the high to the
low and then another 45 min to go from the low to the high,
which means that the period will be 90. The period of a sinu-
soidal function is always the distance between two consecu-
tive maximum values or between two consecutive minimum
values. Also, the problem stipulates that the pressure is mea-
sured from the first time the pressure reaches 5000 kPa so
P(0) = 5000. We have now accumulated the following four
features of P:
• The maximum of P is 5000.
• The minimum of P is 2000.
• The period of P is 90.
• P(0) = 5000.
It remains only to use these features to find A, B, h, and k.

We have that A = 5000−2000
2 = 1500, k = 5000+2000
2 = 3500,
2π π
and B = 90 = 45 . Hence

π
P(t) = 1500 sin (t − h) + 3500.
45
π
To find h we graph y = 1500 sin( 45 t) + 3500 as shown below.
y = 5000
y = 2000
π
y = 1500 sin( 45 t) + 3500
t
90
We know that P(0) = 5000. Since 5000 is the maximum value,

we need a horizontal shift which shifts the maximum of the
graph above to t = 0. Remember, in a sinusoidal function
with no horizontal shift, there is a maximum at a t-value of
one fourth of the period. In this case, when t = 14 (90) = 17.5.
We need to shift the graph so that the point (17.5, 5000) shifts
to (0, 5000). This requires a shift to the left by 17.5, so we need
h = −17.5. Hence

π
P(t) = 1500 sin (t + 17.5) + 3500.
45
The graph is shown below.

y
17.5
y = 5000
y = P(t)
y = 2000
π
y = 1500 sin( 45 t) + 3500
t
90
π
Answer: P(t) = 1500 sin( 45 (t + 17.5)) + 3500
(4.3.16) Example . The power in an outlet in a standard US

home is typically supplied with alternating current. The volt-
age of this current alternates from a high of 155.6 V to a low
of −155.6 V and back again sixty times every second. (V is a
unit of voltage, conveniently called volts.) Find a sinusoidal
function P which models the voltage in the outlet. That is,
P(t) should be the voltage (in volts) t seconds after the power
is turned on. Assume that the voltage is at its lowest the mo-
ment the power is turned on.
Solution:
We can write
P(t) = A sin(B(t − h)) + k,
as usual. We see that the maximum is 155.6 and the minimum

is −155.6. The voltage goes from its maximum to its minimum
and then back again sixty times every second. Hence it takes
1
60 seconds to get from its maximum back to its maximum,
1
meaning that the period of P is 60 . Also, since the voltage
is at its lowest when the power is turned on, P(0) = −155.6.
We’ve now found the following four features:
• The maximum of P is 155.6.
• The minimum of P is −155.6.

1
• The period of P is 60 .
• P(0) = −155.6.
As always, we only need to find A, B, h, and k.

2π
We first have that A = 155.6, k = 0, and B = 1/60 = 120π
so that
P(t) = 155.6 sin(120π(t − h)).
Below is the graph of y = 155.6 sin(120πt).
y
y = 155.6
t
1
60
y = −155.6
y = 155.6 sin(120πt)
We know that P(0) = −155.6 so that we need to shift a min-

imum of the graph above to t = 0. The minimum occurs at
1 3 1
three fourths of the period, or t = 60 · 4 = 80 . Thus the point
1
( 80 , −155.6) appears as a minimum on the above graph. If we
1
shift this graph to the left by 80 units we will have the graph
1
of y = P(t), so h = − 80 = −0.0125 and
P(t) = 155.6 sin(120π(t + 0.0125)).
The graph of y = P(t) is shown below.

y
y = 155.6 y = P(t)
t
1
1 60
80
y = −155.6
y = 155.6 sin(120πt)
Answer: P(t) = 155.6 sin(120π(t + 0.0125))
We now want to explore the Ferris wheel example with which we

opened the section. We’ve seen that any time we try to model one of
the coordinates of something that moves in a circle as a function of
its angle we get a function of the form
f(θ) = A sin(θ) + k or f(θ) = A cos(θ) + k.
We can now try to model these applications as a function of time

instead of as a function of the angle. As long as the object rotates at
a constant rate, θ will be a linear function of time and the model will
be sinusoidal. In this unique situation, if we know the starting angle
then there is a very convenient way to find the value of h.
(4.3.17) Example . Someone is sitting on a Ferris wheel with

a radius of 80 ft, whose center is 100 ft off of the ground. He
starts the ride at an angle of − π
6 from the horizontal, as shown
below, and it takes one minute for the Ferris wheel to com-
plete an entire revolution. Find a function H such that after t
seconds the rider’s height is H(t) (in ft).
80 ft
−π/6
40 ft
100 ft
starting point
Ground Level
Solution:
We will model H by a sinusoidal function so that
H(t) = A sin(B(t − h)) + k.
As we’ve seen several times before, A = 80 and k = 100.

Since the Ferris wheel takes one minute to complete an entire
rotation, every one minute the rider will be back where he
started. It follows that the period of H will be 1 and B = 2π.
Hence we have
H(t) = 80 sin(2π(t − h)) + 100.
Normally, we would have to use a graph to find h. However,

this time we can let the geometry help us. We know that
2π(t − h) is the rider’s angle at time t. We also know that
when t = 0 the rider’s angle is − π
6 . Hence
π
− = 2π(0 − h)
6
1
− = −h
12
1
h=
12
and
1
H(t) = 80 sin 2π t − + 100.
12
1
Answer: H(t) = 80 sin(2π(t − 12 )) + 100
We’ve modeled things going in circles before. We already know

that the value of k is the distance of the center from wherever we’re
measuring and that the value of A is the radius of the circle. When
we model these things as a function of time, the period will be the
time that it takes the circle to complete one revolution.
Look at the answer to Example 4.3.17. When we distribute inside

of the sine function we have

π
H(t) = 80 sin 2πt − + 100.
6
Observe that the inside of sine function looks like Bt + φ where φ

is the rider’s starting angle; this is no coincidence. Incidentally, the
value φ = −Bh is the negative of the phase shift discussed earlier.
We will look at one more example of a rotation model. Compare
Example 4.3.18 with Example 3.4.18.
(4.3.18) Example . The center of a wind turbine is attached

to the top of a 60 m tower and it has four spinning blades
that are 40 m long. When the wind is blowing, this turbine
makes 40 revolutions every minute. We’re trying to track the
motion of a particular blade. When the turbine first starts
turning the blade makes an angle of π 4 with the horizontal.
Find a function H such that t minutes after the turbine starts
turning the tip of this particular blade is at a height of H(t)
feet. The position of the turbine when it first starts turning is
shown below.
40 m
π
4
60 m
Solution:
We know that H is sinusoidal so that
H(t) = A sin(B(t − h)) + k.
We have that A = 40 and k = 60. Since the turbine makes 40

1
revolutions each minute we have that one revolution takes 40
2π
minutes, which is the period of H. Hence B = 1/40 = 80π and
H(t) = 40 sin(80π(t − h)) + 60.

For any given value of t, the blade makes an angle of 80π(t −

h) with the horizontal. Since the blade starts at an angle of π
4
we know that when t = 0 we have that 80π(t − h) = π 4 . Hence
π
= 80π(0 − h)
4
1
= −h
320
1
h=− .
320
It follows that

1
H(t) = 40 sin 80π t + + 60.
320
1
Answer: H(t) = 40 sin(80π(t + 320 )) + 60
(4.3.b) Practice Exercise . Sonya is riding a Ferris wheel

whose maximum height is 225 m and whose minimum height
is 25 m. This Ferris wheel takes 4 min to complete an entire
rotation and when the ride starts, Sonya’s carriage makes an
angle of − π
4 with the horizontal. Find a function H such that
after t minutes on the Ferris wheel, Sonya’s height is H(t)
meters.
Homework Assignment
4.3.1. Sketch the graph of 4.3.6. Below is the graph of a sinusoidal function,
g(x) = 2 sin( π
3 (x + 1)) + 3. Be sure to y = p(x). Find a formula for p of the form
include at least one entire period, and be p(x) = A sin(B(x − h)) + k.
sure to label the y-intercept, one
y
“maximum,” and one “minimum.”
1
4.3.2. Consider the sinusoidal function x

-1 1 2 3 4 5 6 7 8
π -1
(6,-2)
f(t) = 2000 sin (t − 3) − 1500. -2
12
-3
a.) What is the amplitude of f? -4
b.) What is the midline of f? -5
c.) What is the period of f? -6

(4,-6)
4.3.3. Consider the function f(x) = 3 sin( π

4 x) − 2
(where x is in radians). 4.3.7. Find a sinusoidal function of the form
f(x) = A sin(B(x − h)) + k with the
following attributes:
• An amplitude of 7.
c.) What is the period of f?
• A midline of y = 10.
d.) Sketch the graph of f. Be sure to
• A period of 5.
include at least one entire period.
• f(0) = 3.
4.3.4. Consider the function
f(x) = 3 sin( π
2 x − π) − 5.
4.3.8. Find a sinusoidal function f with the
following attributes:
• an amplitude of 20
• a midline of y = 35
• a period of 8
d.) Graph y = f(x). Be sure to include at
least one period and to label one • f(2) = 55
maximum and one minimum.
4.3.5. Consider the sinusoidal function following attributes:
π • An amplitude of 26
f(t) = 100 sin( (t − 9)) + 250.
6 • A midline of y = 7
a.) What is the amplitude of f? • A period of 8
b.) What is the midline of f? • f(0) = 33
d.) Suppose that f(t) is the height (in feet) following attributes:
of a rider on a Ferris wheel t seconds
• An amplitude of 10.
after the ride starts. What is the radius
of the Ferris wheel? • A midline of y = 5.
• A period of 20. game the Cavs were leading by 4 so

• f(0) = −5. d(6) = 4. The Blazers were able to score
two points almost immediately after tipoff
4.3.11. A ping-pong ball is bouncing on a table. so, for convenience, we recorded
The ball hits the table once a second and it d(0) = −2.
bounces to a height of exactly 15 in off the
a.) We noticed a curious thing. As the
table. Find a sinusoidal function h such
game progressed, the function d was
that h(t) gives the height of the ball off the
approximately sinusoidal with a
table (in inches) t seconds after the ball
period of 8 minutes. If the Cavs’
first hits the table. Note: This is actually a
largest lead was 4 points and the
horrible model for a bouncing ball. Just go with
Blazers’ largest lead was 8 points,
it.
write an expression for d(t) as a
4.3.12. The lowest average temperature in Eugene sinusoidal function. (For some students
is 35 °F on February 1st (the 32nd day of it may be helpful to do part (b) before this
the year). The highest average temperature part.)
in Eugene is 70 °F. Assuming that average b.) Draw the graph of the function you
temperature can be modeled by a found in part (a) over (at least) the
sinusoidal function, find a function f such first 12 minutes of the game (that is,
that on the d-th day of the year, f(d) gives from t = 0 to t = 12). Be as accurate as
the average temperature on that day. Note: you can and label at least one
Assume that every year has 365 days in it and maximum, one minimum, and the
assume that, as expected, the maximum and y-intercept.
minimum average temperature are achieved
c.) Which team won the game and by
exactly once a year.
how much did they win? Explain
4.3.13. The population of a particular beetle can your answer. Note: One sentence should
be modeled by a sinusoidal function with a be enough to explain your answer.
period of one year. The beetle’s population d.) How many times over the course of
reaches it’s highest on August 1st (the the game was there a change in the
214th day of the year) at which point the team that was leading? Note: At any
population is measured at 6000 beetles per given time the team with more points is
square mile. The lowest the population the team that is leading. I do not care at
gets in the year is 500 beetles per square what times there was a lead change; I only
mile. Find a function P such that on the want to know how many times the lead
d-th day of the year, P(d) gives the beetle’s changed.
population.
4.3.15. Consider the water wheel again.
4.3.14. A friend and I watched all 48 minutes of a Remember, it has a radius of 15 ft and its
basketball game between the Cavs and the center is 12 ft off of the water. Assume that
Blazers. As the game progressed we kept the beetle lands on the very edge of the
track of the score using a function, d, wheel at a position that makes an angle of
which recorded the number of points by 2π
3 with the horizontal. If the wheel takes
which the Cavs were leading (of course, 20 seconds to complete one revolution, find
negative values were used when the Cavs a sinusoidal function of the form
were losing). For example, 2 minutes into h(t) = A sin(B(t − h)) + k which describes
the game the Blazers were leading by 8 so the beetle’s height t seconds after it lands
d(2) = −8 whereas 6 minutes into the on the water wheel.
4.3.16. A Ferris wheel has a radius of 50 ft and its of − π3 with the horizontal when the wheel
highest point is 125 ft off the ground. It starts turning. Find a function f such that
takes the Ferris wheel three minutes to f(t) is Dave’s height (in feet) off the ground
complete one rotation. Suppose that the t minutes after the Ferris wheel starts
position of Dave’s carriage makes an angle turning.
Challenge Problems
(4.3.c1) Challenge Problem . It is sometimes the case that func-

tions are sinusoidal even when it does not appear that they should be
sinusoidal from their definitions. For example, it just so happens that
any function f(x) = P sin(x) + Q cos(x) for real numbers P and Q is a
sinusoidal function. Here we explore that fact further.
a. Let g(x) = cos(x) + sin(x). Find real numbers A, B, h, and k

such that
g(x) = A sin(B(x − h)) + k.
√
b. Let h(x) = 3 sin(x) + cos(x). Find real numbers A, B, h, and k
such that
h(x) = A sin(B(x − h)) + k.
c. Let f(x) = sin(x) + cos(2x). Is it the case that f is sinusoidal?

Explain your answer.
(4.3.c2) Challenge Problem . This exercise is meant to explore the

concept of a real function of two variables. To this point, you
know a function as a machine which inputs numbers and outputs
other numbers. If f is a function and x is some number (in the do-
main of f, of course), then f(x) is a real number. For mathematicians,
functions can input and output anything and the special case of a
function which inputs a real number and outputs a real number is
called a real function of one variable. A real function of two vari-
ables is a function which inputs two numbers and outputs a single
real number. If F is a real function of two variables and if x and y
are two numbers then F(x, y) is a real number. We often define a real
function of one variable using an expression in that variable. For ex-
ample, f(x) = x2 − 2 defines a real function of one variable. We can
do a similar thing with functions of two variables. For example,
3
F(x, y) = 2x2 + 3y2 − xy
2
is a function of two variables. If x = 5 and y = 4 then
3
F(5, 4) = 2(5)2 + 3(4)2 − (5)(4) = 50 + 48 − 30 = 68
2
Of course, it is just as easy to define a function of three variables or a

function of nineteen variables if that is necessary but we won’t worry
about those things now.
I. Consider the function F(x, y) = y(y − x2 ). Note that the domain

of this function is the set of all pairs of numbers x and y; that is
all ordered pairs (x, y). This, of course, is the entire xy-plane.
a) Calculate F(1, 3), F(3, 1), F(4, 9), and F(3, 9).
b) The roots of a real function of two variables are the points
(in the xy-plane) at which the function is zero. In this case,
roots are points (x, y) such that F(x, y) = 0. At this point
(if you’ve done the first part correctly) you should know
exactly one root of this function. Describe all of the roots
of F. (There are an infinite number of them.)
c) We can make the graph of a function of two variables
by graphing the equation z = F(x, y) (compared to y =
f(x) in one variable) and points on this graph are three-
dimensional points (x, y, z) such that z = F(x, y). For exam-
ple, the point (0, 2, 4) is on the graph of z = F(x, y) whereas
(1, 1, 4) is not. The graph of this particular function (that is,
the graph of z = y(y − x2 )) is shown below. Write a sen-
tence or two explaining how this graph works. Note: You
do not need to explain the colors. The colors are not really a part
of the graph but they are included to show a visual contrast be-
tween points which are “high” and points which are “low.”
1.5
2
1
1
0.5
0 1
−1 0 0
−0.5 0
0.5 1 −1
II. Imagine a Ferris wheel of diameter 200 ft whose center is level

with the ground. Then imagine that one of the seats on that
Ferris wheel is replaced with a second Ferris wheel of diameter
50 ft (whose center is where the seat used to be). This is shown
in the diagram below:
φ
50 ft
θ
200 ft
A rider sits on one of the seats of the smaller Ferris wheel. We

can describe her position by two angles. The angle θ describes
the position of the center of the smaller circle within the bigger
circle and the angle φ describes the position of the rider within
the smaller circle. These angles are shown in the diagram.
a) First you will find a function, H, which describes the height
of the rider. In this case there are two parameters (the two
angles) which describe her position so H must be a func-
tion of two variables. If θ and φ are the angles described
above then H(θ, φ) should be her height (in feet) above
the ground (which is even with the center of the larger cir-
cle). Find a formula for H(θ, φ). Hint: Use the geometry to
do this. I suggest breaking it up into two parts. First find the
height of the center of the smaller circle above the ground and
then find the height of the rider above the center of the smaller
circle. These two things together should give you what you want.
A second (totally useless and irrelevant) hint is that the graph of
z = H(θ, φ) is drawn below:
100
50
100
0
0
−50
−100 5
0 −100
−5
0 −5
5
b) Imagine that the angle θ is fixed at π 4 . In this case, her posi-

tion only a function of one parameter - namely φ. We want
to find a function, f, which describes her height in this case.
However, as her position is only determined by one param-
eter, this function will be a function of one variable. Find
a formula for f so that f(φ) is her height (in feet). You can
start from scratch if you’d like, but it is easier to use the
fact that f(φ) = H( π4 , φ) (try to justify that for yourself).
c) Imagine now that the angle φ is fixed at π 6 (and θ is no
π
longer fixed at 4 ). Again, the rider’s position is now deter-
mined by a single parameter - namely θ. Find a function of
one variable, g, such that g(θ) is her height (in feet). Hint:
Find a way to relate g to H similar to how f and H were related
in the previous part.
d) Imagine that this ride is set up so that φ is always three
times as large as θ. In this case, the rider’s position is com-
pletely determined by θ. Find a function, h, such that h(θ)
is the rider’s height (in feet) in this case. Hint: You should,
again, be able to use H for this.
4.4 trigonometric equations

In Section 3.6 we learned how to solve trigonometric equations like

sin(θ) = 12 given that we knew θ was an acute angle. This was ex-
tremely helpful in solving right triangles. However, as we know there
are a lot of angles θ such that sin(θ) = 12 and in this section we at-
tempt to find all of them.
Motivation
We’ve been working up to Ferris wheel functions for the better part
of two chapters now. Someone is sitting on a Ferris wheel with a
radius of 80 ft, whose center is 100 ft off of the ground. He starts the
ride at an angle of − π
6 from the horizontal, as shown in Figure 4.4.1,
and it takes one minute for the Ferris wheel to complete an entire
revolution. During Example 4.3.17 in Section 4.3 we found that if H
is the function such that after t seconds the rider’s height is H(t) (in
ft) then
1
H(t) = 80 sin 2π t − + 100.
12
80 ft
−π/6
40 ft
100 ft
starting point
Ground Level
Figure 4.4.1: The Ferris wheel from Example 4.3.17.
We’ve done a lot of work to develop that equation. One thing we

like to do with equations is solve them. Suppose that we want to know
all of the times during this ride that the carriage reaches a height of
140 ft. That is, we would like to be able to find all of the values of t
such that H(t) = 140. Let’s try to do that.

1
140 = 80 sin 2π t − + 100
12

1
40 = 80 sin 2π t −
12

1 1
= sin 2π t − .
2 12
4.4 trigonometric equations 251
We are left with the question of finding all of the values of t such that
1
sin(2π(t − 12 )) = 12 . Luckily, 12 is in the interval [−1, 1] so that there
should actually be some value of t. Unfortunately, there will be lots
of them. There are many angles θ such that sin(θ) = 21 so any time
1
2π(t − 12 ) is one of those angles, that will be a value of t such that
H(t) = 140.
Let’s try to find just one of those angles. Since sin−1 ( 21 ) = π 6 , if t is
1 π
a value such that 2π(t − 12 ) = 6 then t should work for us. Hence

1 π
2π t − =
12 6
1 1
t− =
12 12
1
t= .
6
If we’ve worked through things correctly, it should be the case that
H( 16 ) = 140. We can check this:

1 1 1
H = 80 sin 2π − + 100
6 6 12

π
= 80 sin + 100
6
= 80(0.5) + 100
= 140.
We see that H( 16 ) = 140 which is great, but that’s only one of many
values. The solutions to H(t) = 140 are the values of t where the
graphs of y = H(t) and y = 140 intersect. The graphs in Figure 4.4.3
show that there are many more solutions. Remember that H is pe-
riodic with period 1 so H( 61 + n) = 140 for any integer n. Hence
H(t) = 140 any time t is one of the following:
23 17 11 5 1 7 13 19
...,− ,− ,− ,− , , , , ,... (4.4.2)
6 6 6 6 6 6 6 6
We can see these solutions in Figure 4.4.3.
However, the graph suggests that the solutions we’ve already found
are only some of them. Let’s try to think about what this means on
the Ferris wheel. When the Ferris wheel goes around one complete
revolution, that corresponds to one period of H. In one revolution, the
carriage reaches a height of 140 ft twice; once on the way up and once
1
on the way down. During the process of solving sin(2π(t − 12 )) = 21
1 π
we started by solving 2π(t − 12 ) = 6 . That is, we started by picking
an angle θ such that sin(θ) = 21 and set 2π(t − 12
1
) equal to that angle.
π
The angle we picked was 6 which corresponds to the rider’s angle at
that point during his ride. That means that the value we found, t = 61 ,
corresponds to the part of the revolution where the carriage is on the
way up.
y = 180
y = H(t)
y = 140
y = 100
y = 20
t
1 1 7 2 13
6 6 6
Figure 4.4.3: The graph of the Ferris wheel function y = H(t) and the line
y = 100. The t values where these graphs intersect are the
solutions to H(t) = 140.
To find the rest of the values of t, we need to find another angle θ

such that sin(θ) = 12 . This other angle happens to be θ = 5π 6 . If we
1 5π
If you look closely at can find a value of t such that 2π(t − 12 ) = 6 , we should be able to
the unit circle and find the rest of the values of t.
all of the angles θ
where sin(θ) = 21

1 5π
you should be able to 2π t − =
12 6
figure out why
θ = 5π
1 5
6 is the one t− =
we want here. 12 12
1
t= .
2
We can check that t = 12 is a valid solution to H(t) = 140.

1 1 1
H = 80 sin 2π − + 100
2 2 12

5π
= 80 sin + 100
6
= 80(0.5) + 100
= 140.
Again, since t = 12 is a solution, we also get solutions of the form

t = 21 + n for integers n. Hence H(t) = 140 any time t is one of the
following:
7 5 3 1 1 3 5 7
...,− ,− ,− ,− , , , , ,... (4.4.4)
2 2 2 2 2 2 2 2
Together, the list of values in Equation 4.4.2 and Equation 4.4.4 are all
of the solutions to H(t) = 140.
This is something that we are already capable of doing, but the
process was long. In this section we work to generalize the process of
solving equations like this.
Theory
The first thing that we need to do is reevaluate our inverse trigonomet-

ric functions. Let’s consider, for a moment, the inverse sine function.
We defined sin−1 (x) for values of x in the interval (0, 1). We did this
by restricting the sine function to acute angles and then inverting it.
However, this isn’t quite good enough. Suppose we want to know an
angle θ such that sin(θ) = − 12 . We know there are such angles be-
cause the range of the sine function is [−1, 1]; in fact, sin(− π 1
6 ) = −2.
However, with our current definition of the inverse sine function, the
expression sin−1 (− 21 ) has no meaning. Of course there are many val-
ues of θ such that sin(θ) = − 12 but it would be nice if we could assign
one angle to sin−1 (− 21 ).
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
Figure 4.4.5: The graph of y = sin(x).
Let’s reconsider our domain restriction of the sine function. The

graph of y = sin(x) is shown in Figure 4.4.5. We restricted the do-
main to (0, π 2 ) last time but there was no good reason to stop there. If Of course, we
we only consider the highlighted section in Figure 4.4.5 we have an in- actually restricted to
(0°, 90°) but we are
vertible function. Hence if we restrict the sine function to a domain of
using radians now.
[− π π π π
2 , 2 ] then we can invert it. More than that, on a domain of [− 2 , 2 ]
the sine function attains its entire range. That is, for every value of x
in [−1, 1] there is a value of θ in [− π π
2 , 2 ] such that sin(θ) = x. This is
the motivation for Definition 4.4.6.
(4.4.6) Definition . For x in [−1, 1] define sin−1 (x) to be the

angle θ in [− π π
2 , 2 ] such that sin(θ) = x.
Compare this definition with Definition 3.6.5. Note that the new
definition of sin−1 respects the old one. That is, for a value of x in
(0, 1), the two definitions of sin−1 (x) agree with each other. The com-
putations are straightforward, as shown in Example 4.4.7. Note that
your calculator has no problem finding sin−1 for negative values.
(4.4.7) Example . Find the following values:
a. sin−1 (1)
b. sin−1 (−1)
c. sin−1 (0)
d. sin−1 (0.3)
e. sin−1 (−0.7)
√
f. sin−1 ( 3
2 )
g. sin−1 (− 12 )
Solution:
Note that all of these answers should be angles in the inter-
val [− π π
2 , 2 ].
a. We’re looking for an angle at the top of the unit circle,

hence sin−1 (1) = π
2.
Answer: sin−1 (1) = π

2
b. We’re looking for an angle at the bottom of the unit

circle, so sin−1 (−1) = − π
2.
Answer: sin−1 (−1) = − π

2
c. The inscription point corresponding to this angle should

have a y-coordinate of 0, so sin−1 (0) = 0.
Answer: sin−1 (0) = 0
d. Using a calculator, sin−1 (0.3) = 0.3047.

Answer: sin−1 (0.3) = 0.3047
e. Using a calculator, sin−1 (−0.7) = −0.7754.

Answer: sin−1 (−0.7) = −0.7754
√
f. Since π
3 is one of the special angles, sin−1 ( 3
2 ) = π
3.
√
Answer: sin−1 ( 3
2 ) = π
3
−1
g. Since − π
6 is one of the special angles, sin (− 12 ) = − π
6.
Answer: sin−1 (− 12 ) = − π
6
It would be nice to restrict the domain of the cosine function to

the same interval that we restricted the sine function. However, Fig-
ure 4.4.8 shows the graph of y = cos(x) and we see that the cosine
function is not invertible when restricted to a domain of [− π π
2 , 2 ]. This
is unfortunate, but it is salvageable. If we restrict the domain of cosine
to [0, π] as highlighted in the graph we see that the cosine function

becomes invertible.
y
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
Figure 4.4.8: The graph of y = cos(x).
Definition 4.4.9 below is the analog of Definition 4.4.6 for the cosine
function. It allows us to evaluate cos−1 (x) for negative values of x.
(4.4.9) Definition . For x in [−1, 1] define cos−1 (x) to be the

angle θ in [0, π] such that cos(θ) = x.
Lastly, let’s consider the tangent function. The graph of y = tan(x)

is shown in Figure 4.4.10 and it suggests that in order to invert it we
should restrict the domain of tangent to (− π π
2 , 2 ) as we did with the
sine function.
y
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
-2
-3
Figure 4.4.10: The graph of y = tan(x).
We can finally redefine tan−1 . Since the tangent function can output
any real number, we need to be able to evaluate tan−1 (x) for any
value of x. Definition 4.4.11 does that for us.
(4.4.11) Definition . For x in (−∞, ∞) define tan−1 (x) to

be the angle θ in (− π π
2 , 2 ) such that tan(θ) = x.
Let’s recap these three new definitions of inverse trigonometric

functions.
• The inverse sine function is defined on [−1, 1] and if x is in
−1 −1
[−1, 1] then − π
2 6 sin (x) 6 π
2 . That is, sin outputs angles
whose inscription points are on the right half of the unit circle.
• The inverse cosine function is defined on [−1, 1] and if x is in

[−1, 1] then 0 6 cos−1 (x) 6 π. That is, cos−1 outputs angles
whose inscription points are on the top half of the unit circle.
• The inverse tangent function is defined on (−∞, ∞) and if x is

in (−∞, ∞) then − π2 < tan
−1 (x) < π . That is, tan−1 outputs
2
angles whose inscription points are on the right half of the unit
circle.
Let’s now investigate the equation cos(θ) = − 21 . Using the inverse

cosine function we can find one such θ. That is, θ = cos−1 (− 12 ) =
2π 1
3 is one value of θ such that cos(θ) = − 2 . There are, of course,
many others. Since cos(θ) = − 12 we know that the inscription point
corresponding to θ must lie on the line x = − 12 . The unit circle and
the line x = − 12 are shown in Figure 4.4.12.
x = −1
2
Figure 4.4.12: Inscription points for angles θ with cos(θ) = − 21
The angles θ such that cos(θ) = − 21 are precisely the angles with
inscription points of either P or Q in Figure 4.4.12. Of √
course, using
the Pythagorean Theorem we can find that P = (− 2 , 23 ) and Q =
1
√
(− 21 , − 23 ). It is obvious that the angle of 2π
3 has P as an inscription
point, but remember that it is always the case that cos−1 outputs
angles on the top half of the unit circle. Notice that any angle whose
inscription point is P must be a multiple of 2π away from 2π 3 . That is,
√
all of the angles θ such that cos(θ) = − 21 and sin(θ) = 23 are of the
form θ = 2π 3 + 2πn for an integer n.
What about the angles whose inscription point is Q? We can find
them by looking at reference triangles for both angles, which are
show in Figure 4.4.13. Remember that two angles which have the
same value of cosine have the same reference triangle. It follows
that one of the angles with an inscription point of Q is the angle
θ = 2π − 2π 4π
3 = 3 . Again, the rest of the angles whose inscription
points are Q are a multiple of 2π away from 4π 3 . That is, all of the
√
angles θ such that cos(θ) = − 12 and sin(θ) = − 2
3
are of the form
θ = 4π
3 + 2πn for an integer n.
√
−1 3

2, 2
2π
3
4π
3
√
−1 3

2,− 2
Figure 4.4.13: Reference triangles for angles θ with cos(θ) = − 21
We have just found all of the solutions to cos(θ) = − 12 . They are
2π 4π
θ= + 2πn and θ= + 2πn for integers, n.
3 3
This procedure that we used can be generalized to any trigonometric
function and any value in the range of that trigonometric function.
That is, we can find all of the solutions to equations like
cos(θ) = 0.3, sin(θ) = −0.55, and tan(θ) = −4
using this method. The strategy is to find two values of θ which sat-
isfy the equation but have different inscription points; one of which
comes from an inverse trigonometric function. Once you have those,
to find all of the solutions we simply add 2πn to those two values for
integers n. The process can be somewhat automated. Instead of draw-
ing a unit circle every time and plotting the two inscription points, we
can use Lemma 4.4.14 to find the first two angles.
(4.4.14) Lemma .
• If x is in (−1, 1) then two values of θ which satisfy
cos(θ) = x and have different inscription points are
θ1 = cos−1 (x) and θ2 = − cos−1 (x).
• If x is in (−1, 1) then two values of θ which satisfy

sin(θ) = x and have different inscription points are
θ1 = sin−1 (x) and θ2 = π − sin−1 (x).
• If x is in (−∞, ∞) then two values of θ which satisfy

tan(θ) = x and have different inscription points are
θ1 = tan−1 (x) and θ2 = π + tan−1 (x).
Be sure to keep the solutions to the three trigonometric equations

straight; they are all three subtly different. Note that Lemma 4.4.14
ignores a few special cases, namely sin(θ) = x and cos(θ) = x when

x = ±1. These are easier cases, though, as they are at the extreme
edges of the unit circle.
• All of the solutions to cos(θ) = 1 are 2πn for integers, n.
• All of the solutions to cos(θ) = −1 are π + 2πn for integers, n.

π
• All of the solutions to sin(θ) = 1 are 2 + 2πn for integers, n.
3π
• All of the solutions to sin(θ) = −1 are 2 + 2πn for integers, n.
Lemma 4.4.14 above is straightforward to apply. We explore some

examples below.
(4.4.15) Example . Find all angles θ such that cos(θ) = 0.3.

Round to two decimal places when appropriate.
Solution:
According to Lemma 4.4.14, the first two such values that
we need are
θ1 = cos−1 (0.3) = 1.27 and

θ2 = − cos−1 (0.3) = −1.27.
To find all solutions to the equation we simply add 2πn to

these two values for integers n. Hence all of the solutions are
given by
θ = 1.27 + 2πn and θ = −1.27 + 2πn for integers, n.
Note that we don’t round 2π in our answer. This is because

there’s still an n in that bit of the expression.
Answer: θ = 1.27 + 2πn and θ = −1.27 + 2πn for integers,
n.
(4.4.16) Example . Find all angles θ such that sin(θ) = −0.55.
Solution:
we need are
θ1 = sin−1 (−0.55) = −0.58 and

θ2 = π − sin−1 (−0.55) = 3.72.

given by
θ = −0.58 + 2πn and θ = 3.72 + 2πn for integers, n.
Answer: θ = −0.58 + 2πn and θ = 3.27 + 2πn for integers,

n.
(4.4.17) Example . Find all angles θ such that tan(θ) = −4.
Solution:
we need are
θ1 = tan−1 (−4) = −1.33 and

−1
θ2 = π + tan (−4) = 1.82.

given by
You might notice that together these solutions are the same
as θ = 1.82 + πn for integers, n. This only happens with so-
lutions to the tangent function. However, it is usually more
convenient to leave the answer as two separate solutions.
Answer: θ = −1.33 + 2πn and θ = 1.82 + 2πn for integers,
n.
(4.4.a) Practice Exercise . Find all of the angles θ such

that sin(θ) = 0.35.
Sometimes the equation that we’re trying to solve gets more com-
plicated, but as long the inside of the trigonometric function is just θ,
we can use a similar technique. This is shown in Example 4.4.18.
(4.4.18) Example . Find all angles θ such that 100 cos(θ) +

38 = 100.
Solution:
The first thing to do here is to solve for cos(θ):
100 cos(θ) + 38 = 100

100 cos(θ) = 62
cos(θ) = 0.62
At this point, we can solve cos(θ) = 0.62 as we did in the last

three examples. The first two solutions are cos−1 (0.62) = 0.90
and − cos−1 (0.62) = −0.90. It follows that all of the solutions
are
Answer: θ = 0.90 + 2πn and θ = −0.90 + 2πn for integers,

n.
It is also useful to ask for solutions to trigonometric equations in a

certain interval. That is, we might want to know the values of θ in the
interval [0, 4π] such that sin(θ) = −0.55. Of course, Example 4.4.16
tells us that all of the solutions to this equation are of the form
Hence we only need to figure out which of these solutions fall in the
The table feature of interval [0, 4π]. This can be done by making a table. The table below
graphing calculators shows some of these angles for different values of n.
is very useful in
making these tables.
n −0.58 + 2πn 3.72 + 2πn
−1 −6.87 −2.57
0 −0.58 3.72
1 5.70 10.00
2 11.98 16.29
3 18.27 22.57
To find all values of θ such that sin(θ) = −0.55 and θ is in the interval
[0, 4π] we simply need to find all of the values of θ in the previous
table which lie in that interval. Since 4π = 12.57, we see that the
desired solutions are 3.72, 5.70, 10.00, and 11.98; values larger than
12.57 and smaller than 0 can be discarded since they are outside of
[0, 4π].
Note that only some of the values of n are included in the table.
Our table should, theoretically, include each of the infinite number of
integers, n. It is not possible to make a table with an infinite number
of values in it, so how do we know that leaving out so many values

of n does not cause us to miss any values of θ? Well, if you look at
the table it is clear that any smaller values of n (such as −2, −3, etc.)
will yield negative angles which are not in the interval [0, 4π] and any
larger values of n (such as 4, 5, etc.) will yield angles larger than 22.57
which are not in the interval [0, 4π]. With a little bit of thought you
should be able to decide where it is safe to stop your table.
We explore more of these types of equations in the next two exam-
ples.
(4.4.19) Example . Find all angles θ such that cos(θ) = 0.3

and −4π 6 θ 6 2π. Round to two decimal places.
Solution:
We know from Example 4.4.15 that all of the angles θ such
that cos(θ) = 0.3 are
To find the solutions θ with −4π 6 θ 6 2π, let’s make a table

with some of the values of n and the corresponding values of
θ.
n 1.27 + 2πn −1.27 + 2πn

−3 −17.58 −20.12
−2 −11.30 −13.83
−1 −5.02 −7.55
0 1.27 −1.27
1 7.55 5.02
2 13.83 11.30
Since −4π = −12.57 and 2π = 6.28 we see that the desired

values of θ are −11.30, −7.55, −5.02, −1.27, 1.27, and 5.02.
Answer: −11.30, −7.55, −5.02, −1.27, 1.27, and 5.02
(4.4.20) Example . Find all angles θ such that tan(θ) = −4

and 2π 6 θ 6 5π. Round to two decimal places.
Solution:
We know from Example 4.4.17 that all of the angles θ such
that tan(θ) = −4 are

To find the solutions θ with 2π 6 θ 6 5π, let’s make a table

with some of the values of n and the corresponding values of
θ.
n −1.33 + 2πn 1.82 + 2πn

0 −1.33 1.82
1 4.96 8.10
2 11.24 14.38
3 17.52 20.67
Since 2π = 6.28 and 5π = 15.71 we see that the desired values

of θ are 8.10, 11.24, and 14.39.
Answer: 8.10, 11.24, and 14.39
We finally have the tools to solve the types of equations we get from
our Ferris wheel functions. Remember the function

1
H(t) = 80 sin 2π t − + 100
12
from our Ferris wheel in Figure 4.4.1. Suppose we want to find all
values of t such that H(t) = 80. We start with the easy stuff:

1
80 sin 2π t − + 100 = 80
12

1
80 sin 2π t − = −20
12

1
sin 2π t − = −0.25
12
1
Now, this last equation relates that any time 2π(t − 12 ) is an angle θ
such that sin(θ) = −0.25 then t is a solution to H(t) = 80. We know
how to find all of the angles θ such that sin(θ) = −0.25. The first two
solutions are
θ1 = sin−1 (−0.25) = −0.25 and θ2 = π − sin−1 (−0.25) = 3.39
Then all of the angles θ such that sin(θ) = −0.25 are

Finally, to find the values of t, we set each of these angles equal to
1
2π(t − 12 ) and solve. Considering the first collection of angles, we get

1
2π t − = −0.25 + 2πn
12
1 −0.25 + 2πn
t− =
12 2π
1
t− = −0.04 + n
12
t = 0.04 + n.
Hence we have a collection of solutions which look like t = 0.04 + n

for integers, n. Considering the second collection of angles, we get

1
2π t − = 3.39 + 2πn
12
1 3.39 + 2πn
t− =
12 2π
1
t− = 0.54 + n
12
t = 0.62 + n.
Hence we have another collection of solutions which look like t =

0.62 + n for integers, n. Together, all of the values of t such that H(t) =
80 are
t = 0.04 + n and t = 0.62 + n for integers, n.
This process is straightforward to replicate. The last two examples

here solve similar equations.
(4.4.21) Example . Find all values of x such that

√ √
2 sin(3x + 1) + 4 3 = 5 3.
Solution:
We start by solving the equation for sin(3x + 1) as follows:
√ √
2 sin(3x + 1) + 4 3 = 5 3
√
2 sin(3x + 1) = 3
√
3
sin(3x + 1) =
2
We now √ set θ = 3x + 1 and find all values of√θ such that
sin(θ) = 23 . The first two values are θ = sin−1 ( 23 ) = π
3 and
√
θ = π − sin−1 ( 3
= 2π
2 )√ 3 . It follows that all of the values of θ
3
such that sin(θ) = 2 are
π 2π
θ= + 2πn and θ= + 2πn for integers, n.
3 3
Then we substitute θ = 3x + 1 back in to those two equations

for θ. The first yields
π
3x + 1 = + 2πn
3
π
3x = − 1 + 2πn
3
π 1 2π
x= − + n.
9 3 3
The second yields
2π
3x + 1 = + 2πn
3
2π
3x = − 1 + 2πn
3
2π 1 2π
x= − + n.
9 3 3
π 1 2π 2π 1 2π
Answer: x = 9 − 3 + 3 n and x = 9 − 3 + 3 n for inte-
gers, n.
(4.4.22) Example . Find all values of t such that
8 cos π

4 (t − 5) + 10
=2
3
Solution:
We first solve for cos( π
4 (t − 5)) as follows:
8 cos π

4 (t − 5) + 10
=2
3
π
8 cos (t − 5) + 10 = 6
4

π
8 cos (t − 5) = −4
4

π 1
cos (t − 5) = − .
4 2
We now let θ = π 1
4 (t − 5) and solve cos(θ) = − 2 . The first two
values of θ are θ = cos (− 2 ) = 3 and − cos−1 (− 21 ) = − 2π
−1 1 2π
3 .
1
It follows that all of the values of θ such that cos(θ) = − 2 are
2π 2π
θ= + 2πn and θ = − + 2πn for integers, n.
3 3
Then we substitute θ = π 4 (t − 5) back in to those two equa-

tions for θ. The first yields
π 2π
(t − 5) = + 2πn
4 3
8
t − 5 = + 8n
3
23
t= + 8n
3
The second yields
π 2π
(t − 5) = − + 2πn
4 3
8
t − 5 = − + 8n
3
7
t = + 8n
3
23 7
Answer: t = 3 + 8n and t = 3 + 8n for integers, n.
The final thing to mention is that it is often useful to restrict the

domain in examples like the last two. That is, in Example 4.4.22 it
might not be reasonable to look for all of the values of t. Suppose we
wanted to solve the equation
8 cos π

4 (t − 5) + 10
=2
3
for values of t in the interval [−20, 20]. We know that all of the values
of t are t = 23 7
3 + 8n and t = 3 + 8n for integers, n. To find the values
which fall in the interval [−20, 20] we can make a table as we did
before.
23 7
n 3 + 8n 3 + 8n
−4 − 73
3 − 89
3
−3 − 49
3 − 65
3
−2 − 25
3 − 41
3
−1 − 31 − 17
3
23 7
0 3 3
47 31
1 3 3
71 55
2 3 3
95 79
3 3 3
We only have to take the values out of the table that are in the interval
[−20, 20]. Hence the solutions we’re looking for are
49 41 25 17 1 7 23 31 47 55
− , − , − , − , − , , , , , and .
3 3 3 3 3 3 3 3 3 3
Applications
The types of applications in this section should not be surprising. We

will be finding solutions to the models that we’ve developed to this
point.
(4.4.23) Example . The tire of a particular car is 620 mm in

diameter and the valve stem on the wheel is at a radius of
200 mm. The diagram below demonstrates the geometry; the
dashed line represents the ground, the large circle represents
the outside diameter of the tire, and the point v represents
the position of the valve stem.
62
m
0m
0m
20
m
θ
IIf the valve stem makes an angle of θ with the horizontal

then it is f(θ) mm off of the ground where
f(θ) = 200 sin(θ) + 310.
Find all of the angles θ at which the valve stem is 400 mm off
of the ground. Note: This model was developed in an exercise in
Section 3.4.
Solution:
We are looking to find all angles θ such that f(θ) = 400. We
start with
200 sin(θ) + 310 = 400

200 sin(θ) = 90
9
sin(θ) = .
20
The first solution is θ1 = sin−1 ( 20

9
) = 0.47 and the second so-
lution is θ2 = π − sin−1 ( 20
9
) = 2.67. Then all of the solutions
are
θ = 0.47 + 2πn and θ = 2.67 + 2πn for integers, n.

Answer: θ = 0.47 + 2πn and θ = 2.67 + 2πn for integers, n
(4.4.24) Example . An engineer measures the oscillating pres-

sure in a certain pipe. He finds that it takes 45 min for the
pressure to drop from a high of 5000 kPa to a low of 2000 kPa
and then another 45 min for it to get back up to 5000 kPa.
(kPa is a unit of pressure called the kilopascal.) The function
P models the pressure since the first time the pressure was
at its peak. That is, P(t) is the pressure (in kPa) in the pipe
t minutes after the first time the pressure reached 5000 kPa.
Given that

π
P(t) = 1500 sin (t + 17.5) + 3500,
45
find all of the times between 0 min and 250 min at which the
pressure is 3000 kPa. Note: This model was developed in Exam-
ple 4.3.15.
Solution:
We are looking for values of t in [0, 250] such that P(t) =
3000. We start with

π
1500 sin (t + 17.5) + 3500 = 3000
45

π
1500 sin (t + 17.5) = −500
45

π 1
sin (t + 17.5) = − .
45 3
π
Next, we let θ = 45 (t + 17.5) and solve sin(θ) = − 13 . The
first two values are θ1 = sin−1 (− 31 ) = −0.34 and θ = π −
sin−1 (− 31 ) = 3.48. Then all of the angles θ such that sin(θ) =
− 13 are
θ = −0.34 + 2πn andθ = 3.48 + 2πn for integers, n.

π
We then set 45 (t + 17.5) equal to those two equations for θ.
The first one yields
π
(t + 17.5) = −0.34 + 2πn
45
t + 17.5 = −4.87 + 90n
t = −22.37 + 90n.
The second one yields

π
(t + 17.5) = 3.48 + 2πn
45
t + 17.5 = 49.87 + 90n
t = 67.37 + 90n.
Now that we know all of the t such that P(t) = 3000, we need
only find those t in the interval [0, 250]. After making a table,
we find that the values in the interval [0, 250] are 12.63, 67.37,
102.63, 157.37, 192.63, and 247.37 (all unites in minutes).
Answer: 12.63, 67.37, 102.63, 157.37, 192.63, and 247.37 (all
units in minutes)
(4.4.b) Practice Exercise . In Example 4.3.16 we found a

function which described the voltage in an outlet. That is, P(t)
is the voltage (in volts) in the outlet t seconds after the power
was turned on. Given that
P(t) = 155.6 sin(120π(t + 0.0125)),
find all values of t at which the voltage in the outlet is 100 V.

Homework Assignment
4.4.1. What is the domain and range of sin−1 a.) Find all possible
√
values of θ such that
and cos−1 ? 3
f(θ) = − 2 . Leave your answers in
exact form.
4.4.2. Find all possible solutions to sin(θ) = 94 .
Round to two decimal places. b.) Find all values of θ such √
that
0 6 θ 6 3π and f(θ) = − 23 . Leave
4.4.3. Find all solutions to cos(θ) = − 25 . Round to your answers in exact form.
two decimal places.
4.4.15. a.) Find all the angles θ (in radians) such
4.4.4. Find all solutions to sin(θ) = 13 . Round to that sin(θ) = −2/7 and round to two
two decimal places. decimal places when necessary.
4.4.5. Find all solutions to tan(θ) = −2.5. Round b.) Find all the angles θ (in radians) for
to two decimal places. which sin(θ) = −2/7 and 0 6 θ 6 4π.
√
Round your answers to two decimal
4.4.6. Find all solutions to sin(θ) = − 22 such places.
that π 6 θ 6 4π. Leave your answers in c.) Find the angle θ (in radians) such that
exact form. sin(θ) = −2/7, cos(θ) > 0, and
√ 0 6 θ 6 2π. Round your answer to
4.4.7. Find all of the solutions to tan(θ) = 3
two decimal places.
such that −2π 6 θ 6 2π. Leave your
answers in exact form. 4.4.16. Elmer is on a Ferris wheel which has a
diameter of 140 ft and whose center is 80 ft
4.4.8. Find all of the solutions to cos(θ) = 0.24
off the ground. Find all of the angles θ
such that −5π 6 θ 6 0. Round to two
such that 0 6 θ 6 3π and such that Elmer’s
decimal places.
carriage is at a height of 115 ft when it
4.4.9. Find all values of θ such that makes an angle of θ with the horizontal.
4 sin(θ) + 3 = 1. Leave your answers in Leave your answers in exact form.
exact form. 4.4.17. In a previous exercise we discussed a water
4.4.10. Find all possible solutions to wheel of radius 15 ft which was submerged
2 cos(θ)−1 3 ft in flowing water. A beetle was sitting
3 = −1. Leave your answers in
on the very edge of the water wheel and
exact form.
we found that when the beetle made an
4.4.11. Find all of the solutions to cos2 (θ) = 43 angle of θ with the horizontal when the
such that 0 6 θ 6 2π. Leave your answers beetle was f(θ) ft above the water where
in exact form. f(θ) = 15 sin(θ) + 12. Assuming that θ is in
radians now (the same equation still
4.4.12. Find all solutions to 4 sin(2θ + π
3 ) − 1 = 1. works), find all of the angles at which the
Leave your answers in exact form. beetle is exactly at the surface of the water.
4.4.13. Find all solutions to 3 tan(3x + 5) + 8 = 15. Round to two decimal places when
Round to two decimal places. appropriate. Hint: What is the beetle’s height
at this point?
4.4.14. Consider the function f(θ) = cos(2θ + π
6 ).
4.4.18. A population of a particular town is
modeled by a function P. That is, P(t) is
approximately the population t years after is, t minutes after the turbine is turned on,
2000. Given that the height of the end of this blade is H(t)
meters where
π
P(t) = 500 sin (t − 3) + 8000,
5 1
H(t) = 40 sin 80π t + + 60.
320
find all of the values of t in the interval
[0, 20] at which the population reaches Find all of the values of t at which the end
8400. Round to two decimal places. of the blade is at a height of 50 m. Round
your answers to five decimal places. This
4.4.19. The height of a particular blade of a wind model was developed in examples in previous
turbine is modeled by the function H. That sections.
Challenge Problems
(4.4.c1) Challenge Problem . Each of the parts of this problem

asks you to find solutions to some equation. If there are an infinite
number of solutions then be sure to choose a good way to indicate all
of them. Be sure to show your work.
a. Find all angles θ such that
sin2 (θ) − 0.65 sin(θ) − 0.66 = 0.
Round your answers to two decimal places.
b. Find all angles θ such that

√ ! √
3−1 3
cos2 (θ) + cos(θ) = .
2 4
Leave your answers in exact form.
c. Find the smallest value of x such that

π √ √3
sin ( x + 10) = .
3 2
Leave your answer in exact form.
4.5 relationships and graphs 271
4.5 relationships and graphs

The family of trigonometric functions is fascinating and complex.

There are a lot of relationships hidden within them. We have already
found some of these relationships and in this section we explore some
of the others. This section has no motivation and no applications; at
least none that are going to be available immediately. However, in
more complex areas of trigonometry it is crucial to be able to rewrite
trigonometric expressions in convenient forms.
For example, in calculus we study something called integration. It
turns out that the function f(x) = 2 sin(x) cos(x) is difficult to inte-
grate when written in that form. However, it just so happens that
2 sin(x) cos(x) = sin(2x) and the function f(x) = sin(2x) is easy to
integrate. It is possible that you never need the techniques in this
section, but if you find yourself working with trigonometry they are
absolutely imperative.
The three trigonometric functions that we’ve discussed so far are
the most common. However, there are three more that are very useful
at times. These are defined in Definition 4.5.1.
• The secant function, sec, is defined such that

1
sec(θ) = .
cos(θ)
• The cosecant function, csc, is defined such that

1
csc(θ) = .
sin(θ)
• The cotangent function, cot, is defined such that
cos(θ)
cot(θ) = .
sin(θ)
1
Note that, most of the time, cot(θ) = tan(θ) . However, we don’t
π
want to define it like that. Note that tan( 2 ) is undefined which means
that tan(1 π ) is undefined. However,
2
cos π

π 2 0
cot = = =0
2 sin π2
1
and so cot( π2 ) is defined. We have that cot(θ) =
1
tan(θ) whenever
tan(θ) is defined.
Sometimes these three new functions are referred to as reciprocal

trigonometric functions. Their graphs are shown in Figure 4.5.2.
y
x
−π −π π π 3π 2π 5π 3π 7π 4π
2 2 2 2 2
-1
-2
-3
Figure 4.5.2: The graph of y = sec(x), y = csc(x), and y = cot(x).
(4.5.3) Example . Calculate the following:
a. csc( π
4)
b. cot( 7π
6 )
c. sec(0.32)
Solution:
a. Using Definition 4.5.1,

√

π 1 1 2
csc = = √ = √ = 2 2.
sin π

4 4 2/2 2
√
Answer: 2 2
b. Using Definition 4.5.1,

√
7π
− 3/2 √

7π cos 6
cot = 7π
= = 3.
6 sin 6
−1/2
√
Answer: 3
c. Using Definition 4.5.1,
1
sec(0.32) = = 1.05.
cos(0.32)
Answer: 1.05
Note that most calculators do not have specific buttons for recipro-
cal trigonometric functions. To calculate them, you should use Defini-
tion 4.5.1 directly.
Lemma 4.5.4 gives the very long list of identities that we’re going
to be using. We have used the trigonometric functions to relate values
before. The Law of Sines and Law of Cosines use the sine and cosine
function to relate quantities in triangles. The identities in Lemma 4.5.4
differ from those things in that they express relationships between the
trigonometric functions themselves.
(4.5.4) Lemma . In the formulas below, α, β, and θ can be

any angle.
basic formulas
1. sin2 (θ) + cos2 (θ) = 1
2. cos(−θ) = cos(θ)
3. sin(−θ) = − sin(θ)
4. tan(−θ) = − tan(θ)
5. sin(θ) = cos(θ − π π
2 ) = cos( 2 − θ) = − sin(θ + π)
6. cos(θ) = sin(θ + π π
2 ) = sin( 2 − θ) = − cos(θ + π)
half angle and double angle formulas

7. cos(2θ) = cos2 (θ) − sin2 (θ)
8. sin(2θ) = 2 sin(θ) cos(θ)
2 tan(θ)
9. tan(2θ) =
1 − tan2 (θ)
r
θ 1 + cos(θ)
10. cos( 2 ) = ±
2
r
1 − cos(θ)
11. sin( θ2 ) = ±
2
1 − cos(θ) sin(θ)
12. tan( θ2 ) = =
sin(θ) 1 + cos(θ)
sum and difference formulas
13. cos(α + β) = cos(α) cos(β) − sin(α) sin(β)
14. cos(α − β) = cos(α) cos(β) + sin(α) sin(β)
15. sin(α + β) = sin(α) cos(β) + cos(α) sin(β)
16. sin(α − β) = sin(α) cos(β) − cos(α) sin(β)
tan(α) + tan(β)
17. tan(α + β) =
1 − tan(α) tan(β)
The basic formulas are things that we’ve seen before but the rest of
them are new and exciting. These identities can be used for many
things. The rest of the section gives examples of such applications.
First, we can calculate some exact values of trigonometric functions if
we need to do so.
(4.5.5) Example . Find an exact value for sin(22.5°).
Solution:
This isn’t one of the special angles but it is half of one of the
special angles. That is, we know everything about the trigono-
metric functions at 45°. Using Equation 11 in Lemma 4.5.4
with θ = 45° we have
sin(22.5°) = sin(45°/2)
r
1 − cos(45°)
=±
2
s √
1 − 2/2
=±
2
s √
2− 2
=±
4
p √
2− 2
=± .
2
Of course, sin(22.5°) cannot be two different values. Since
22.5° has an inscription point in the fist quadrant, we know
that sin(22.5°) must be positive.
√ √
2− 2
Answer: sin(22.5°) = 2
(4.5.6) Example . Find an exact value for cos(75°).
Solution:
Again, this isn’t one of the special angles, but we do know
that 75° = 45° + 30° and 45° and 30° are special angles. Then
we can use Equation 13 in Lemma 4.5.4 with α = 45° and

β = 30° as follows:
cos(75°) = cos(45° + 30°)

= cos(45°) cos(30°) − sin(45°) sin(30°)
√ √ √
2 3 2 1
= −
2 2 2 2
√ √
6 2
= −
√4 √4
6− 2
=
4
√ √
6− 2
Answer: cos(75°) = 4
(4.5.a) Practice Exercise . Use Example 4.5.6 and the fact

that 37.5° = 75°
2 to find an exact value for sin(37.5°).
These are interesting, but it is hardly the most useful application. In

practice we don’t usually need exact values this precise; approxima-
tions are generally fine. The next two examples, however, show how
rewriting a trigonometric expression can help us graph a function.
(4.5.7) Example . Sketch a graph of the function f(x) =

(sin(x) + cos(x))2 .
Solution:
The right side of this function is pretty complicated. We
can sketch the graph of y = (sin(x) + cos(x)) using the tech-
niques in Section 2.1, but then sketching the square of that
will be complicated. Instead of dealing with that mess, we try
to simplify the expression (sin(x) + cos(x))2 . We’ll do this by
distributing and seeing what we get.
(sin(x) + cos(x))2 = sin2 (x) + 2 sin(x) cos(x) + cos2 (x)

= 2 sin(x) cos(x) + (sin2 (x) + cos2 (x))
= 2 sin(x) cos(x) + 1
= sin(2x) + 1
Note that we used the fact that sin2 (x) + cos2 (x) = 1 from
Equation 1 in Lemma 4.5.4 and the fact that 2 sin(x) cos(x) =
sin(2x). We now have that f(x) = sin(2x) + 1. This function is
much easier to graph. It is a sinusoidal function and, using

the techniques in Section 4.3, we have the following graph:
y
1
y = f(x)
x
-3 -2 -1 1 2 3
-1
Answer: On graph above.
(4.5.8) Example . Sketch a graph of the function f(x) =

cos4 (x) − sin4 (x).
Solution:
As in Example 4.5.7 we want to start by simplifying the
function as much as possible.
cos4 (x) − sin4 (x) = (cos2 (x) − sin2 (x))(cos2 (x) + sin2 (x))
= (cos2 (x) − sin2 (x))(1)
= cos(2x)
The first line is just factoring of the form
a4 − b4 = (a2 − b2 )(a2 + b2 )
The next two lines use the fact that cos2 (x) + sin2 (x) = 1
from Equation 1 in Lemma 4.5.4 and the fact that cos2 (x) −
sin2 (x) = cos(2x) from Equation 7 in Lemma 4.5.4. We now
have that f(x) = cos(2x), which is simple enough to graph, as
shown below:
1 y = f(x)
x
-3 -2 -1 1 2 3
-1
-2
Answer: On graph above.
The rest of the examples that we investigate are rudimentary ver-

sions of what mathematicians call proofs. That is, you will be given
something that is already known to be true and asked to verify it.
Lemma 4.5.4 gives a list of trigonometric identities. Each of the fol-
lowing example gives an additional identity and we are asked to de-
rive it using the identities in Lemma 4.5.4. It is not necessarily the
identities themselves that are are useful here, but the skills used in
deriving them.
(4.5.9) Example . For all values of α and β, show that
sin(α + β)
= tan(α) + tan(β) (4.5.10)
cos(α) cos(β)
Solution:
We are going to start with one side of Equation 4.5.10 and
use the equations in Lemma 4.5.4 to see if we can get to
the other side. In general, it is usually a better strategy to
start with the side that “looks more complicated.” If that side
doesn’t work, switch to the other side and start over.
sin(α + β) sin(α) cos(β) + cos(α) sin(β)

=
cos(α) cos(β) cos(α) cos(β)
sin(α) cos(β) cos(α) sin(β)
= +
cos(α) cos(β) cos(α) cos(β)
sin(α) sin(β)
= +
cos(α) cos(β)
= tan(α) + tan(β)
The equality between the first and last step of this equation
show that
sin(α + β)
= tan(α) + tan(β),
cos(α) cos(β)
which is precisely what we wanted to show in Equation 4.5.10.

All we really used was Equation 15 in Lemma 4.5.4 and some
algebra.
(4.5.11) Example . For all values of θ, show that
2 cot(θ)
sin(2θ) = (4.5.12)
1 + cot2 (θ)
Solution:
When these equations involve the reciprocal trigonometric
functions, it is often the best strategy to write them all in
terms of the sine and cosine functions. We are going to start
with the right hand side of Equation 4.5.12.
cos(θ)
2 cot(θ) 2 sin(θ)
2
= 2 (θ)
1 + cot (θ) 1 + cos
sin2 (θ)
2 cos(θ)
sin(θ)
=
sin2 (θ)+cos2 (θ)
sin2 (θ)
cos(θ) sin2 (θ)

=2 ·
sin(θ) sin2 (θ) + cos2 (θ)
cos(θ) sin2 (θ)
=2 ·
sin(θ) 1
= 2 cos(θ) sin(θ)
= sin(2θ)
After rewriting every instance of cot(θ) as cos(θ)

sin(θ) and manip-
ulating the algebra, we used Equation 8 in Lemma 4.5.4. We
have now shown Equation 4.5.12, as desired.
1
csc(2θ) = (cot(θ) + tan(θ)). (4.5.14)
2
Solution:
Again, it is usually the best idea to start with the more
complicated side of the identity, which is the right side.

1 1 cos(θ) sin(θ)
(cos(θ) + tan(θ)) = +
2 2 sin(θ) cos(θ)
cos2 (θ) + sin2 (θ)
=
2 sin(θ) cos(θ)
1
=
2 sin(θ) cos(θ)
1
=
sin(2θ)
= csc(2θ).
We used Equation 1 and Equation 8 in Lemma 4.5.4. This

shows Equation 4.5.14, as desired.
2 sin(α + β) cos(α − β) = sin(2α) + sin(2β) (4.5.16)
Solution:
This one takes a lot of steps, but it is simply a matter of ex-

panding everything and simplifying. We start with the right
side of Equation 4.5.16.
2 sin(α + β) cos(α − β)

= 2 sin(α) cos(β) + cos(α) sin(β)

cos(α) cos(β) + sin(α) sin(β)

= 2 sin(α) cos(α) cos2 (β) + sin(α) cos(α) sin2 (β)

+ sin(β) cos(β) sin2 (α) + sin(β) cos(β) cos2 (α)

= 2 sin(α) cos(α) sin2 (β) + cos2 (β)

+ sin(β) cos(β) sin2 (α) + cos2 (α)

= 2 sin(α) cos(α) + sin(β) cos(β)
= 2 sin(α) cos(α) + 2 sin(β) cos(β)
= sin(2α) + sin(2β)
Homework Assignment
4.5.1. If cos(θ) = 13 and sin(θ) < 0, find the 4.5.5. Find an angle θ such that csc(θ) = 73 and
following and give exact answers: sec(θ) < 0 where 0 6 θ 6 2π. Round your
a.) sin(θ) answer to two decimal places.
b.) tan(θ) 4.5.6. Suppose that 0 6 θ 6 2π, csc(θ) = 5/2 and

sec(θ) < 0. Find θ and round to two
c.) cot(θ)
decimal places.
d.) sec(θ)
4.5.7. Find an angle θ such that 0 6 θ 6 2π,
e.) csc(θ)
sec(θ) = 2, and csc(θ) < 0. Round to two
4.5.2. If csc(θ) = −3/2 and cos(θ) < 0, find the decimal places.
following and give exact answers: 4.5.8. Find an angle θ such that csc(θ) = − 27
13 ,
a.) sin(θ) sec(θ) < 0, and 0 6 θ 6 2π. Round your
b.) cos(θ) answer to two decimal places.
c.) tan(θ) 4.5.9. Suppose θ is an angle such that

csc(θ) = − 73 and π 3π
2 6θ6 2 .
d.) sec(θ)
a.) Find cos(θ).
e.) cot(θ)
b.) Find θ and round to two decimal
4.5.3. If csc(θ) = 3 and π
2 6 θ 6 π, find the places.
following and give exact answers:
4.5.10. Find all of the angles θ such that
a.) sin(θ) csc(θ) = − √23 . Leave your answer in exact
b.) cos(θ) form.
c.) tan(θ) π
4.5.11. Find an exact value for tan( 12 ). It may be
d.) sec(θ) helpful to use the fact that 12 = π/6
π
2 .
e.) cot(θ) 4.5.12. Find an exact value for sin( 17π
12 ). It may be
4.5.4. Calculate the following and give exact helpful to use the fact that 12 = 7π
17π π
6 + 4.
answers: 4.5.13. Show that
a.) sec( 11π
6 ) (sin(θ) + cos(θ)) (tan(θ) + cot(θ))
−3π
b.) cot( 4 ) = sec(θ) + csc(θ).
c.) csc( 4π
3 ) Carefully show each step.
4π
d.) sec( 3 ) 4.5.14. Show that
e.) csc( 3π
2 ) sec2 (θ) − tan2 (θ) = 1.
f.) cot( 5π
4 ) Carefully show each step.
g.) sec( 7π
3 )
3π
4.5.15. Show that
h.) csc( 4 )
1 1
cot( 11π + = 2 csc2 (θ).
i.) 6 ) 1 − cos(θ) 1 + cos(θ)
Carefully show each step.
4.5.16. Show that Carefully show each step.

cot(α) cot(β) − 1
cot(α + β) = . 4.5.18. Show that
cot(β) + cot(α)
Carefully show each step. sin(3x) cos(3x)
− = 2.
sin(x) cos(x)
4.5.17. Show that

θ sec(θ) + 1 Carefully show each step.
cos2 =
2 2 sec(2θ)
Challenge Problems
(4.5.c1) Challenge Problem .
a. Find an exact value for cos(36°) = cos( π 5 ). Do not use any other
known values of sine and cosine. Note: This is the most difficult
part of this problem. Once you get this part, the rest are easier. There
is a way to do this problem without any of the tools from this section.
That is, it can be done geometrically using only the techniques up to
Section 3.2. I will accept that solution, but it is much more difficult to
do it that way.
b. Use the previous part to find sin(36°) = sin( π

5 ).
π
c. Use the previous part(s) to find cos(18°) = cos( 10 ).
π
d. Use the previous part(s) to find sin(18°) = sin( 10 ).
5
VECTORS
The material in this chapter serves as a very elementary introduction

to an area of mathematics called linear algebra. We focus on the most
rudimentary forms of vectors and their applications. This chapter cov-
ers the content of Chapter 12 in College Algebra and Trigonometry for the
University of Oregon, by Connally et al. [4]
283
284 vectors
5.1 introduction to vectors

This section serves as a rough introduction to vectors. We define

vectors theoretically and pictorially and we learn how to manipulate
them. In the next section we will develop a more useful notation to fa-
cilitate these notions, but for now we want to focus on understanding
how vectors conceptually.
Motivation
Imagine that you want to describe to a friend how to travel from

From what I’ve Eugene, Oregon to Milwaukee, Wisconsin. You could tell them that it
heard, this is the is 1750 mi away, but that’s not enough information. If your friend just
worse Milwaukee.
starts in Eugene and goes 1750 mi there is almost no chance they will
end up in Milwaukee. You need to tell them to go 1750 mi east. That
is, the distance is not enough. In order to describe how to get from
one place to another you need to report both distance and direction.
This is one example of how sometimes a simple quantity is not
enough to describe a situation accurately. In this section we will in-
troduce vectors which will encode information like distance and di-
rection.
Theory
A vector can be a difficult thing to define in the situation that we’ll be

using them. What we want to do is have a quantity which describes
displacement. Imagine two points in a plane, P and Q, as shown in
Figure 5.1.1. We want a vector to be something that describes the
displacement from P to Q. In its most rudimentary form, this can be
done with an arrow.
~v
7
P
Figure 5.1.1: The vector ~v from a point P to a point Q.
What are the attributes of an arrow? Remember, we’re trying to

describe the displacement. That is, a vector doesn’t care about its
starting and ending point; it only cares about the displacement. The
5.1 introduction to vectors 285
attributes of the arrow itself are the direction that it points and its
length. In vector language, the length of the arrow is called its mag-
nitude.
(5.1.2) Definition . A vector is a measurement of displace-

ment. This quantity consists of a direction and a magni-
tude.
The notation that we use for a vector is a letter with an arrow above
it. That is, instead of writing v to denote a vector we will write ~v.
Then, in order to denote the magnitude of ~v we write k~vk. Remember
that when we draw a vector as an arrow, the length of the arrow is
its magnitude. A vector ~v is shown in Figure 5.1.1. According to the
figure, the magnitude of ~v is 7 so k~vk = 7.
Note that the magnitude of a vector can never be negative under
any circumstances. The length of an arrow can never be negative and
a displacement in a certain direction must be positive; that is, the
distance that something moves cannot be negative.
It is important to understand that a vector has nothing to do with
its starting and ending point. Consider Figure 5.1.3. Each arrow is
a vector, but vectors of the same color are actually the same vector.
Since vectors only encode the their displacement, we can translate a
vector anywhere we’d like without changing the vector. As long as
the direction that the arrow points doesn’t change and the length of
the arrow doesn’t change, the vector doesn’t change.
Since a vector remains unchanged when it is translated, we say that
two vectors are equal if one can be translated to the other.
Now, we think of vectors as displacement. Consider two vectors,
~u and ~v, as shown in Figure 5.1.4. Each of them corresponds to a
displacement. As drawn, if we start at P and then displace by ~u, we
land at Q. If we then displace by ~v, we finally land at the point R. This
idea of performing displacements consecutively like that corresponds
to the notion of adding vectors. That is, when things are set up as in
figure Figure 5.1.4, we say ~u + ~v = w
~.
We make the notion of vector addition precise in Definition 5.1.5.
(5.1.5) Definition . Let ~u and ~v be two vectors. By trans-

lating, we can arrange them so that ~v starts at the end of ~u.
When the vectors are arranged that way, the vector ~u +~v is de-
fined to be the vector which starts at the beginning of ~u and
ends at the end of ~v. As a displacement, ~u + ~v is the overall
displacement corresponding to first displacing by ~u and then
displacing by ~v.
Suppose you walk 3 mi east and then you walk 4 mi north, as

shown in Figure 5.1.6. These two parts of your walk correspond to
286 vectors
~v
~
w
~
w ~v
~x ~v
~u
~u
~u
Figure 5.1.3: Vectors of the same color are all the same.
~
w
~v
P ~u Q
Figure 5.1.4: Two vectors, ~u and ~v, and their sum, w

~ = ~u + ~v.
two different vectors. Let ~e be a vector whose magnitude is 3 mi and

whose direction is “east” and let n ~ be a vector whose magnitude is
4 mi and whose direction is “north.” Your total trip consists of walk-
ing the vector ~e and then walking the vector n ~ , hence your total dis-
placement is ~v = ~e + n~.
Notice that, although you’ve walked a total of 7 mi during this
walk, you are not 7 mi from where you started. Since the directions
of “north” and “east” are perpendicular, the triangle formed in Fig-
ure 5.1.6 is a right triangle. By the Pythagorean Theorem,
k~u + ~vk2 = k~uk2 + k~vk2 .
It follows that p
k~u + ~vk = 32 + 42 = 5.
W E
~v ~
n 4 mi
~e
3 mi
Figure 5.1.6: The total displacement obtained after travelling by ~e and then
~.
n
We define ~u + ~v by arranging ~u and ~v so that ~v starts at the same

place that ~u ends. We expect addition to be commutative, so it would
be nice if ~u + ~v = ~v + ~u. Of course, ~v + ~u is defined by arranging the
vectors so that ~u starts where ~v ends. Geometrically, these happen to
be the same. Figure 5.1.7 shows the situation for a particular choice
of ~u and ~v. Since ~u + ~v and ~v + ~u lie on top of one another, they are
equal.
~u
~v ~v + ~v
~u +
~u
Figure 5.1.7: The vectors ~u + ~v and ~v + ~u for a choice of vectors ~u and ~v.
It should make more sense that ~u + ~v = ~v + ~u when we think

about displacement. If you think about the 5 mi trip in Figure 5.1.6, it
shouldn’t matter whether we go 3 mi east first and then go 4 mi north
or if we go 4 mi north first and then go 3 mi east. Either path should
land you in the same place.
(5.1.8) Example . The vectors ~v and w

~ are shown below.
Draw the vector ~v + w
~.
288 vectors
~
w
~v
Solution:
In order to add vectors we must first draw them in the right
way. That is, we need to draw them so that the beginning of
~ is at the end of ~v. This is shown below:
w
~
w
~v
Now, once the vectors are arranged in this manner, drawing

in the vector ~v + w~ is a simple matter of drawing an arrow
from the start of ~v to the end of w
~ . This is shown below:
~
w
~v + w
~
~v
Answer: Shown in previous diagram.
Note that in Example 5.1.8 it is perfectly acceptable to draw w

~ + ~v
since it is the same as ~v + w
~ . Also, when drawing these vectors by
hand, consider them a sketch; just be as accurate as you can manage.
~ and ~b are shown below

(5.1.9) Example . The vectors a
where k~ ~
ak = 3 and kbk = 2.
~ + ~b.
a. Draw a
a + ~bk.
b. Find k~
~b
2
4π
9
~
a
3
Solution:
a. First we shift the vector ~b so that it starts at the end of

~.
a
~b
4π
9
~
a
Note that we have simply translated ~b horizontally with-

out changing its direction so the angle is preserved. To
draw a~ + ~b we draw an arrow starting at the beginning
~ and ending at the end of ~b.
of a
~b
~ + ~b
a
4π
9
~
a
Answer: Shown in the previous diagram.
b. From the last diagram, we have the following triangle:
~bk
~+
ka k~bk
5π
9
k~
ak
290 vectors
a + ~bk using the Law of

We can easily find the value of k~
Cosines.
5π
a + ~bk2 = k~
k~ ak2 + k~bk2 − 2k~
akk~bk cos
9
5π
a + ~bk = 3 + 2 − 2(3)(2) cos
k~ 2 2 2
r 9
5π
k~a + ~bk = 32 + 22 − 2(3)(2) cos
9
k~a + ~bk = 3.88
a + ~bk = 3.88
Answer: k~
Before we can continue, there is an important vector that needs to

be defined. Vectors describe displacement and there is one extremely
unique kind of displacement: the vector which corresponds to no dis-
placement at all.
(5.1.10) Definition . The zero vector is the unique vector

which has a magnitude of zero. As a displacement, the zero
vector is the vector which has no displacement at all. We write
~0 to denote the zero vector.
It is difficult to draw the zero vector as it has a magnitude of zero,

meaning it is an arrow with no length at all. It may seem rather bor-
ing, but the zero vector has some very important properties. One of
which is that ~v + ~0 = ~v for any vector ~v.
Vector addition is one of two types of vector manipulation intro-
duced in this section. The second type is multiplication by a number.
When dealing with vectors, the word scalar is used to represent
numbers. There is a good reason for this but it is beyond the scope
of this course. Know that the word scalar is used to differentiate real
numbers from vectors.
(5.1.11) Definition . Let c be a scalar and let ~v be a vector.

The vector c~v is defined as follows:
• If c > 0 then c~v is the vector in the same direction as ~v
but with a magnitude of ck~vk.
• If c < 0 then c~v is the vector in the opposite direction of

~v but with a magnitude of |c|k~vk.
• If c = 0 then c~v = ~0.

If c is a positive integer then Definition 5.1.11 is easy. For example,
2~v = ~v + ~v and 3~v = ~v + ~v + ~v.
Definition 5.1.11 is best shown by examples. Figure 5.1.12 gives a vec-

tor ~v as well as some of its scalar multiples. Multiplying a vector by
c simply multiplies the magnitude of the vector by c. The exception
is when the scalar is negative. In that case, we multiply the magni-
tude by |c| but switch the direction. Multiplying a vector by 0 always
results in the zero vector.
~v
2~v
2~v
−~v
−3~v
0.5~v
Figure 5.1.12: A vector ~v and some scalar multiples of ~v.
Example 5.1.13 gives an example of using scalar multiplication and

vector addition together.
(5.1.13) Example . Vectors ~u and ~v are drawn below. Draw

the vector ~u + 2.5~v.
~v
~u
Solution:
The first thing we need to do is to draw the vector 2.5~v so
that we can add it to ~u. To do this, we draw a vector in the
same direction as ~v which is 2.5 times as long. This is shown
below:
292 vectors
2.5~v
~u
Then, in order to add them, we first shift 2.5~v so that 2.5~v

starts at the end of ~u. This is shown below:
2.5~v
~u
Finally, we draw a vector which starts at the beginning of ~u

and ends at the end of 2.5~v. This vector will be ~u + 2.5~v.
2.5~v
~u + 2.5~v
~u
Answer: On the previous diagram.
Note that there is one thing we cannot do under any circumstances:

we cannot multiply vectors together. If c is a scalar and ~v is a vector
then we’ve defined c~v. If ~v and w
~ are two vectors then we’ve defined
~ . However, we have no meaning for ~vw
~v + w ~.
Now that we know how to add vectors and how to multiply by
scalars we can define vector subtraction.
(5.1.14) Definition . If ~v and w

~ are vectors, define the vec-
tor ~v − w
~ such that
~v − w w.
~ = ~v + (−1)~
In order to subtract a vector, we simply add its negative, much like

we do with real numbers. When we compute 7 − 4 what we really
compute is 7 + (−1)4. We do the same thing with vectors. In order to

compute ~v − w
~ we compute ~v + (−1)~
w.
(5.1.15) Example . Vectors ~v and w

~ are shown below. Draw
the vector ~v − w
~.
~v
~
w
Solution:
In order to draw ~v − w
~ we will draw ~v + (−1)~
w. To do this,
we first need to draw −~w. This is easy; we simply reverse the
direction of the arrow.
~v
−~
w
Then, to add those two vectors, we first shift −~

w.
~v
−~
w
Finally, we draw in the vector ~v − w

~ which is the same as
~v + (−1)~w.
~v
−~
w
~v − w
~
(5.1.a) Practice Exercise . Vectors ~u and ~v are shown be-

low. Assume k~uk = 4 and k~vk = 2.
(i) Sketch the vector ~u + ~v and find k~u + ~vk.
(ii) Sketch the vector ~u − ~v and find k~u − ~vk.

294 vectors
~v
π
3
~u
We can now add and subtract vectors as well as multiply them by

scalars. We spent a few paragraphs justifying that addition of vectors
is commutative; that is, that ~u + ~v = ~v + ~u. There is a whole list of
other properties that we get from these new operations. We’re not
going to spend any time verifying these, but they are not difficult to
verify and they are very convenient.
(5.1.16) Lemma . In the list of properties below, ~u, ~v, and w

~
are vectors while c and d are scalars.
• ~u + ~v = ~v + ~u
• (~u + ~v) + w
~ = ~u + (~v + w
~)
• ~u + ~0 = ~u = ~0 + ~u
• −~u + ~u = ~0 = ~u − ~u
• 0~u = ~0
• 1~u = ~u
• (cd)~u = c(d~u)
• c(~u + ~v) = c~u + c~v
• (c + d)~u = c~u + d~u
• k~uk is only zero when ~u = ~0
• kc~uk = |c|k~uk
Don’t worry about memorizing the properties in Lemma 5.1.16. In

short, these properties tell us that addition and scalar multiplication
work exactly like we expect. Anything that we expect to be able to do
with addition - like commute or associate - is allowed. The expected
properties of multiplication hold; multiplication by zero is the zero
vector and multiplication by one does nothing. Also, these operations
interact the way we expect. We are allowed to distribute and subtract-
ing a vector from itself yields the zero vector.
Note that throughout this whole section so far we’ve been drawing
vectors in the plane. This is unavoidable, as paper is a plane. These
vectors that we’ve been drawing represent two-dimensional displace-
ment. That is, they represent displacements that can be done on a
map. However, it is just as easy to make three-dimensional vectors.
Imagine if you could “draw” a vector in space. For instance, the vec-
tor from a point on the ground to some point on the top of a building
would be a three-dimensional vector. All of the same rules apply to
three-dimensional vectors. The only reason they have not been ad-
dressed until now is that we can’t draw them on paper.
Applications
Displacements are not the only thing that can be represented as a

vector. Any quantity which needs both a magnitude and direction is
a vector quantity.
For example, imagine that you’re flying an airplane and someone
on the radio asks about your path. That is, they can see where you are,
but they want to know about how you’re moving. You could report
your speed, but that doesn’t quite tell them the whole story. To de-
scribe your motion you really need to tell them the direction in which
you’re flying, as well. The data of “300 mi/h” is called speed and it
is a scalar quantity. The data of “300 mi/h in the eastern direction”
is called velocity and it is a vector quantity. Of course, magnitude of
a vector is always a scalar and the magnitude of a velocity vector is
speed.
Another example of a vector quantity is any force. If you push on The English units
something and you want to describe the way in which you pushed, for force are pounds
but this can be
it is not enough simply to say how hard you pushed. You also need
surprisingly
to say the direction in which you pushed. We will use forces a lot in confusing.
the upcoming sections. The units used on force will be Newtons (N).
Newtons are the S.I. unit for force and are technically the same as
kg m/s2 but these details won’t com into play for us. These units are
units on the magnitude of the force, so “200 N” is a scalar quantity, Unfortunately, in
while “200 N north” is a vector quantity. practice, the word
“force” is used to
Here are some other examples of vector quantities:
refer to both the
magnitude and the
• Momentum
vector.
• Lift
• Drag
• Weight
• Friction
• Magnetism
296 vectors
• Wind Patterns
In later sections we will also look at some more abstract applications

of vectors. Listed below are some scalar quantities, i. e. quantities that
should not be vectors:
• Length
• Area
• Volume
• Mass
• Density
• Pressure
• Temperature
• Energy
Note that for each of these the notion of “direction” is meaningless. It

can be tempting to think of a change in a scalar quantity as a vector.
That is, if we are examining the change in mass over time we might
want to think of “5 g larger” as a vector whose direction is “larger”
and “5 g smaller” as a vector in the opposite direction. Though this
is not unreasonable, it is rarely helpful. In these notes we will not
consider quantities like that to be vectors.
The first application of vectors that we will explore is resultant
forces. Suppose that two people are pushing on a large statue and
imagine that you are looking down on them from above. This is
shown in Figure 5.1.17. The statue is shown as a circle and the forces
that the two people are using to push the statue are represented by
~F1 and ~F2 .
~F2
~F1
Figure 5.1.17: A mass and two forces, ~F1 and ~F2 which are acting on it.
You can imagine that as these two people pushing together will re-
sult in the statue moving roughly downward and to the right (relative
to the orientation in the figure). However, it is not exactly that simple.
If one person is pushing much harder than the other person, then
that person’s force will dominate the other person’s force. That is, if
the magnitude of ~F2 is much larger than the magnitude of ~F1 then the
statue will move more downward than to the right. The statue will act
as if one large force is pushing on it. This force is called the resultant
force and it is obtained by the sum of the two force vectors acting on
it. The resultant force on our statue is shown in Figure 5.1.18.
~F1
~F2
~FR
Figure 5.1.18: The resultant force, ~FR , from two forces acting on a point.
A helpful tool in physics is a force diagram. When analyzing the

forces acting on a certain object, we draw the object as a single point
in the center of the diagram and then draw all of the forces acting
on the object as arrows emanating from that point. This diagram is a
force diagram, much like the one in Figure 5.1.18. The motion of the
object is then determined by a single force vector called the resultant
vector which is obtained by adding all of the forces acting on the
object. Sometimes the resultant force is drawn on the force diagram
when it is convenient.
When we push on an object with a force, that object moves. Its mo-
tion is explained by Newton’s laws of motion. Even if multiple forces
are acting on an object, it can only move in one direction. The value of
the resultant force is that when multiple forces are acting on an object
then that objects motion is exactly the same as if only the resultant
force was acting on it. Our first example of finding a resultant force is
shown in Example 5.1.19 where we analyze our statue a little further.
(5.1.19) Example . Two forces, ~F1 and ~F2 are acting on an

object as shown below. For convenience, their resultant vec-
tor, ~FR is also shown below. Assume that k~F1 k = 180 N and
k~F2 k = 190 N.
a. Find k~FR k.
b. Find θ.
298 vectors
π/9
θ ~F1
~F2
~FR
Solution:
a. The first thing that we can do is arrange the vectors into

a triangle as shown below.
θ
~F2
~FR
11π
18
~F1
The angle of 11π π π

18 comes from 2 + 9 . This is because
when we translate ~F1 downward, the angle with the hor-
izontal is preserved. We can now use the Law of Cosines
to find k~FR k.
11π
k~FR k2 = k~F1 k2 + k~F2 k2 − 2k~F1 kk~F2 k cos
18
11π
k~FR k2 = 1802 + 1902 − 2(180)(190) cos
r 18
11π
k~FR k = 1802 + 1902 − 2(180)(190) cos
18
~
kFR k = 303.14.
Answer: k~FR k = 303.14 N
b. We can’t find θ directly, but using the triangle we can

find the angle φ that is shown below.
φ
θ
~F2
~FR
11π
18
~F1
Using the Law of Sines we have
sin(φ) sin( 11π

18 )
= and sin(φ) = 0.558
k~F1 k k~FR k
Since φ is an acute angle, φ = sin−1 (0.558) = 0.59. It

then follows that
π
θ= − φ = 0.98.
2
Answer: θ = 0.98
(5.1.b) Practice Exercise . There are two forces on an air-

plane during takeoff: the force of lift, ~FL , and the force of
thrust, ~FT . Thrust acts horizontally to propell the plane for-
ward and lift acts vertically to bring the plane off of the ground
as shown below.
~FL
~FT
Notably, these two forces are perpendicular to one another.

For a small model airplane the force of lift is 10 N and the
force of thrust is 50 N. Draw the resultant force on this model
airplane and find its magnitude.
Example 5.1.20 below is going to seem more like an exercise in

trigonometry than an exercise in vectors. However, it should at least
be believable that these quantities will be represented as displacement
vectors. In the next section we will develop a notation for vectors
which will make vectors extremely useful in examples like these.
300 vectors
(5.1.20) Example . An observatory is tracking a GPS satel-

lite. They find a displacement vector, ~d, from the tower to the
satellite, and the displacement vector, ~r, from the center of
the earth to the tower. These are shown in the diagram below
where k~rk = 4000 mi and k~rk = 17,000 mi. Draw the displace-
ment vector, ~v, from the center of the earth to the satellite and
use it to find the height of the satellite’s orbit above the sur-
face of the earth. (Assume that the earth is a perfect sphere.)
satellite
~d
~r observatory
Solution:
Drawing the vector ~v is simple. It happens to be the same
as ~r + ~d, but we don’t need to think of it that way. It is just
the vector starting at the center of the earth and ending at the
satellite.
satellite
~v ~d
~r observatory
From the triangle above, we can use the Pythagorean Theo-

rem to find k~vk.
k~vk2 = k~rk2 + k~dk2

k~vk2 = 40002 + 170002
k~vk = 17464.
The satellite’s altitude should be the distance between the

satellite and the surface of the earth. Since the radius of the
earth is k~rk, we have
k~vk − k~rk = 17464 − 4000 = 13464.
Hence that the satellite’s altitude is about 13,464 mi.

Answer: 13,464 mi
The applications become a lot more accessible in the next section

when we learn a more comprehensive notation for vectors. When we
have a more succinct way of adding vectors and computing their mag-
nitudes, vectors will become an invaluable tool in examples like Ex-
ample 5.1.20.
302 vectors
Homework Assignment
y
5.1.1. True or False: ~u − ~v = ~v − ~u for all vectors
~u and ~v.
~u
5.1.2. True or False: 3~v + ~v = 4~v for all vectors ~v.
5.1.3. Consider the vectors below:

x
~
w
~u ~v
~v
5.1.6. Suppose that k~vk = 5 and k~
wk = 12.
Suppose also that, when drawn starting at
the same point, ~v and w
~ make an angle of
Of the following vectors, which one is not π
4.
drawn? This is a multiple choice question; a.) Find k~
w + ~vk and round to two
there is only one correct answer. decimal places.
a.) −2~u b.) Find k~
w − ~vk and round to two
b.) −~v decimal places.
c.) ~u + ~v 5.1.7. The vector ~v represents the displacement
d.) ~u − ~v vector from Portland, Oregon to Houston,
e.) ~v − ~u. Texas. The vector w~ represents the
displacement vector from Houston, Texas
5.1.4. The vectors ~u and ~v are drawn below. to Akron, Ohio. Use the vectors ~v and w
~ to
Sketch ~u + ~v, ~u − ~v, and −3~u. Be sure to answer the following questions:
label your answers. a.) What is the displacement vector of a
y
plane which flies from Akron, Ohio to
Houston, Texas?
b.) In order to fly home from Portland to
Akron I have a layover in Houston.
Find a vector which describes my total
~u
x displacement over the whole trip.
c.) It is approximately 3000 km from
~v Portland to Houston. It is
approximately 5500 km from
Anchorage, Alaska to Houston. A
plane flies in a straight line from
5.1.5. Vectors ~u, ~v, and w~ are shown below. Houston to Anchorage and during the
Sketch ~u + ~v + w~. flight it passes directly over Portland.
Find a vector which describes the
displacement of the plane.
5.1.8. The forces ~f and ~g are acting on an object ~f

with k~fk = 40 N and k~gk = 25 N as shown
below. Draw the resultant force and find its
magnitude. Round to two decimal places.
2π
3
~g
Challenge Problems
(5.1.c1) Challenge Problem . An important mathematical feature

of vectors is what mathematicians call the triangle inequality. This
is the fact that for any vectors ~v and w
~,
k~v + w
~ k 6 k~vk + k~
wk.
a. Using a picture, explain why the triangle inequality holds. Hint:

It is called the “triangle” inequality for a reason.
b. Under what circumstances does it happen that k~v + w

~ k = k~vk +
k~
wk?
c. Since k~v + w
~ k is never larger than k~vk + k~
wk we call k~vk + k~wk
an upper bound for k~v + w ~ k. Magnitudes are always positive
so 0 6 k~v + w~ k. For this reason we call 0 a lower bound for
k~v + w
~ k. However, using k~vk and k~ wk, we can actually find a
more useful lower bound for k~v + w ~ k. Use the picture that you
drew earlier in the problem to see if you can determine a lower
bound for k~v + w ~ k. That is, if you know k~vk and k~wk, what is
the smallest that k~v + w
~ k can possibly be?
304 vectors
5.2 components of a vector

Now that we’ve obtained a conceptual understanding of vectors

and their operations, this section introduces a convenient notation
for vectors.
Motivation
In the last section we defined vectors and we learned how to add

them, subtract them, and multiply them by a constant. However, work-
ing with them was extremely inconvenient.
One of the primary applications of vectors was to describe planar
displacement. We talked about describing a path on a map from one
place to another. Imagine three cities on a map, as shown in Fig-
ure 5.2.1. As shown in the figure, the vector ~u is the vector from city
A to city B and ~v is the vector from city B to city C. As we learned in
the last section, the vector from city A to city C is ~u + ~v. However, if
we actually wanted to calculate anything about ~u + ~v we would need
to know all of the angles shown and we would have to use some
trigonometry as we did in Example 5.1.19.
~v
~u B
θ
A
Figure 5.2.1: Vectors between three cities on a map.
Think about how you would describe these displacements to a

friend. Instead of reporting angles, you could just as easily tell them
how far north and how far east to go. That is, you could say “city B
is 3 mi east and 1 mi north of city A.” Each of “3 mi east” and “1 mi
north” are vectors. We can write the vector v as a sum of those two
vectors. If ~e is the vector “3 mi east” and n ~ is the vector “1 mi north”
then ~u = ~e + n ~.
We can use constant multiplication to do even a little bit better than
that. If ~E is the vector “1 mi east” and N
~ is the vector “1 mi north” then
5.2 components of a vector 305
we have ~u = 3~E + N.
~ We should be able to write ~v similarly. City C
is 1 mi east and 4 mi north of city B so ~v = ~E + 4N.
~ This is what we
will come to call the decomposition of ~u and ~v and it is shown in
Figure 5.2.2.
C
N
W E
S
~v ~
4N
B ~E
~u
~
N
A 3~E
Figure 5.2.2: Vector decomposition of the vectors in Figure 5.2.1.
When we write the vectors this way, it becomes very easy to add
them using the properties in Lemma 5.1.16.
~u + ~v = (3~E + N)
~ + (~E + 4N)
~
= (3~E + ~E) + (N
~ + 4N)
~ (5.2.3)
= 4~E + 5N.
~
Equation 5.2.3 can also be seen from Figure 5.2.2. The vector 3~E + N
~ +
~E + 4N~ is clearly the displacement from city A to city C. We see that
city C is 4 mi east and 5 mi north of city A.
Writing vectors in this way is extremely convenient. We see that
it makes them easy to add and it also makes it easy to find their
magnitudes. For example, since 3~E has a length of 3 mi and N ~ has a
length of 1 mi we see that
q p √
k~uk = k3~Ek + kNk
~ = 32 + 12 = 10.
This is very similar to the notation that we will use throughout the
rest of the section.
Theory
For the time being we are going to concentrate on vectors in the plane.
It was mentioned at the end of Section 5.1 that we can define vectors
in three dimensions just as easily as we can in two dimensions but
in the beginning of this section we will focus on two dimensional
vectors.
306 vectors
From this point forward we are going to assume that there is an

xy-coordinate system underlying every plane that we draw. Unless
stated otherwise, the x-axis will be horizontal and the y-axis will be
vertical. This means that any time we draw a vector we can move
its starting point to the origin of this coordinate system. Figure 5.2.4
shows a vector ~v drawn in this manner.
y
~v
2
x
-1 1 2 3 4 5 6
-1
Figure 5.2.4: A vector in the xy-plane.
Like we did with the vectors ~E and N ~ in the beginning of the sec-
tion, it is convenient to have vectors which go horizontally and verti-
cally. Define the vector ~i to be the vector with a length of 1 unit in the
same direction as the positive x-axis and define the vector ~j to be the
vector with a length of 1 unit in the same direction as the positive y-
axis. Using these two vectors we can rewrite the vector in Figure 5.2.4
as 5~i + 2~j. This is shown in Figure 5.2.5.
y
~v
2
~j
1
~j
x
-1 ~i 1 ~i 2 ~i 3 ~i 4 ~i 5 6
-1
Figure 5.2.5: The unit vector decomposition of a vector, v, in the xy-plane.

When we say that ~i is a vector of length 1, what we mean is that

it has a length of 1 unit according to the xy-coordinate system. For
example, the distance between the point (0, 0) and (1, 0) is 1 unit. It is
easy to see that we can write any vector as we wrote ~v above. Some
examples of vectors written in this way are shown in Figure 5.2.6.
y
2~j 5
−3~i 3~j
4
−3~i
3
2~i
−4~j 2
5~i
1
x
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1 −4~j
2~j -2
-3
−2~i
-4
2~j
-5
8~i
-6
Figure 5.2.6: Some examples of plane vectors and their unit vector
decompositions.
These examples motivate Definition 5.2.7 below.
(5.2.7) Definition . Any vector of length 1 is called a unit

vector. Define the vector ~i to be the unit vector in the direc-
tion of the positive x-axis and define the vector ~j to be the
unit vector in the direction of the positive y-axis. Every plane
vector ~v can be written as ~v = x~i + y~j for real (possibly zero)
numbers x and y. This is called a unit vector decomposi-
tion for ~v. The number x is called the ~i-component of ~v and
the number y is called the ~j-component of ~v.
It should be clear from the examples above that a unit vector de-
composition is unique. That is, you cannot find two different unit
308 vectors
vector decompositions for the same vector. It follows that two vectors
are equal when they have the same unit vector decomposition.
When we write vectors in this manner, it becomes straightforward
to perform operations on them using the properties in Lemma 5.1.16.
For example, suppose ~u = 3~i + 2~j and ~v = −4~i + 6~j and suppose that
we want to find ~u + ~v.
~u + ~v = (3~i + 2~j) + (−4~i + 6~j)

= (3~i − 4~i) + (2~j + 6~j)
= (3 − 4)~i + (2 + 6)~j
= −~i + 8~j.
You can see what happened there. The unit vector decomposition for
~u + ~v was just obtained by adding the ~i-components together and
adding the ~j-components together. Now suppose we want to find 7~u.
7~u = 7(3~i + 2~j) = 21~i + 14~j.
The unit vector decomposition of 7~u was just obtained by multiplying

each component of ~u by 7.
Example 5.2.8 explores some more examples of vector operations
using unit vector decompositions.
(5.2.8) Example . Let ~u, ~v, and w

~ be defined as follows:
~u = −5~i + 11~j ~v = ~i − ~j ~ = −3~i − 7~j

w
Find a unit vector decomposition for each of the following:
a. ~u + ~v
b. ~v − w
~
c. ~u + ~v + w
~
d. 3~
w
e. 6~u − 2~v
Solution:
a. We have
~u + ~v = (−5~i + 11~j) + (~i − ~j)

= (−5 + 1)~i + (11 − 1)~j
= −4~i + 10~j.
Answer: −4~i + 10~j
b. We have
~ = (~i − ~j) − (−3~i − 7~j)

~v − w
= (1 − (−3))~i + (−1 − (−7))~j
= 4~i + 6~j.
Answer: 4~i + 6~j
c. We have
~ = (−5~i + 11~j) + (~i − ~j) + (−3~i − 7~j)

~u + ~v + w
= (−5 + 1 − 3)~i + (11 − 1 − 7)~j
= −7~i + 3~j.
d. We have
w = 3(−3~i − 7~j) = −9~i − 21~j.

3~
Answer: −9~i − 21~j
e. We have
6~u − 2~v = 6(−5~i + 11~j) − 2(~i − ~j)

= (−30~i + 66~j) + (−2~i + 2~j)
= (−30 − 2)~i + (66 + 2)~j
= −32~i + 68~j.
We can also use a unit vector decomposition to find the magnitude

of a vector. We defined ~i and ~j such that k~ik = 1 and k~jk = 1 so that
kx~ik = |x| and ky~ik = |y| for any x and y as discussed in the previous
section. Consider the vector in Figure 5.2.5. We found that ~v = 5~i + 2~j.
Using the triangle formed in the figure and the fact that k5~ik = 5 and
k2~jk = 2 we have
k~vk2 = k5~ik2 + k2~jk2
p
k~vk = 52 + 22
√
k~vk = 29.
You can see in Figure 5.2.6 that the unit vector decomposition of any
vector forms a triangle similar to the one in Figure 5.2.5 so we can
310 vectors
always calculate the magnitude of a vector in the way that we calcu-

lated k~vk. That is, if ~u = x~i + y~j then
p
k~uk = x2 + y2 .
The calculations that we’ve explored so far are summarized in

Lemma 5.2.9. From this point forward, any time we deal with vec-
tors we will deal with their unit vector decomposition. Any time you
are asked to “find” a vector, you should find its unit vector decompo-
sition.
(5.2.9) Lemma . Suppose that ~u = u1~i + u2~j and ~v = v1~i +

v2~j are vectors. Suppose that c is a scalar. Then
1. ~u + ~v = (u1 + v1 )~i + (u2 + v2 )~j.
2. ~u − ~v = (u1 − v1 )~i + (u2 − v2 )~j.
3. c~u = (cu1 )~i + (cu2 )~j.

p
4. k~uk = (u1 )2 + (u2 )2 .
(5.2.10) Example . Find the magnitude of the following vec-

tors:
a. ~u = 3~i + 4~j
b. ~v = −7~i + 3~j
~ = −2~i − 13~j
c. w
Solution:
a. Using Lemma 5.2.9,

p
k~uk = 32 + 42 = 5
Answer: k~uk = 5
b. Be careful when the components of vectors are negative.

The square of a component of a vector is always positive.
Using Lemma 5.2.9,
q √ √
k~vk = (−7)2 + 32 = 49 + 9 = 58
√
Answer: k~vk = 58
c. Again, using Lemma 5.2.9,

q √ √
wk = (−2)2 + (−13)2 = 4 + 169 = 173
k~
√
Answer: k~
wk = 173
(5.2.a) Practice Exercise . Let ~u = 2~i − 3~j and ~v = −3~i − 7~j.
(i) Find −4~u.
(ii) Find k~vk and round to two decimal places.
(iii) Find 3~u − 2~v.
In Section 5.1 we specified the direction of our vectors by using an

angle. If we are given a vector which is specified in this manner it is
convenient to be able to find its unit vector decomposition. This can
be done using the triangle formed by the component vectors. Con-
sider the vector ~v shown in Figure 5.2.11 which has been drawn as
~v = x~i + y~j. Of course, the length of the hypotenuse of the triangle
in Figure 5.2.11 is k~vk. Using right triangle trigonometry from Sec-
tion 3.2 we have that
x = k~vk cos(θ) and y = k~vk sin(θ).
~v
y~i
θ
x~i
Figure 5.2.11: Some examples of plane vectors and their unit vector
decompositions.
This result can certainly be generalized to arbitrary vectors as in

Lemma 5.2.12.
312 vectors
(5.2.12) Lemma . Let ~v be a vector. Let θ be the angle that

~v makes counterclockwise from the positive x-axis. Then the
unit vector decomposition for ~v is
~v = (k~vk cos(θ))~i + (k~vk sin(θ))~j.
(5.2.13) Example . Find a unit vector decomposition for w

~
drawn below where k~wk = 4.
y
~
w
2π
3
Solution:
The angle 2π
3 is measured clockwise from the x-axis so we
can apply Lemma 5.2.12 with θ = 2π
3 . We have
wk cos(θ))~i + (k~
~ = (k~
w wk sin(θ))~j
2π
~i + 4 sin 2π ~j

= 4 cos
3 3
1 √3
= 4 − ~i + 4 ~j
2√ 2
= −2~i + 2 3~j.
√
~ = −2~i + 2 3~j
Answer: w
We can check our answer in Example 5.2.13. If we did things cor-

rectly, it should be that k~
wk = 4 and, from Lemma 5.2.9, we have
q √ √ √
wk = (−2)2 + (2 3)2 = 4 + 12 = 16 = 4.
k~
In Example 5.2.13 it was imperative that the angle given was the angle
counterclockwise from the positive x-axis. If it’s not, then we must
find that angle before we use Lemma 5.2.12.
(5.2.14) Example . Find a unit vector decomposition for ~u

drawn below where k~uk = 5.
y
~u
π
3
Solution:
It is tempting to use Lemma 5.2.12 with θ = π 3 , but that
isn’t going to work. The angle used in Lemma 5.2.12 needs
to be the angle between ~u and the positive x-axis measured
counterclockwise. That is, we nee the angle θ shown below:
y
~u
π
3 θ
x
π
It is clear from the diagram that θ = 3 +π
2 =
5π
6 . Then, using
Lemma 5.2.12, we have
~u = (k~uk cos(θ))~i + (k~uk sin(θ))~j
5π 5π
= 5 cos ~i + 5 sin ~j
6 6
√3
~i + 5 1 ~j

= 5 −
√ 2 2
5 3~ 5~
=− i + j.
2 2
√
Answer: ~u = − 5 2 3~i + 52~j
314 vectors
It is important that you be careful to use the correct angle when

dealing with problems like Example 5.2.13 and Example 5.2.14.
It is also useful to be able to define vectors using two points in a
plane. That is, if P and Q are two points then we might want to know
the vector which describes the displacement from P to Q. Suppose
that P = (−2, 1) and Q = (3, 3) as shown in Figure 5.2.15 and let ~v be
the vector which starts at (−2, 1) and ends at (3, 3). We can see that the
horizontal displacement between these two points is (3 − (−2)) = 5
and the vertical displacement between them is (3 − 1) = 2. It follows
that
~v = (3 − (−2))~i + (3 − 1)~j = 5~i + 2~j.
(3, 3)
~v
2~i
(−2, 1)
5~i
x
Figure 5.2.15: The unit vector decomposition of the vector from (−2, 1) to
(3, 3).
This procedure can be performed for arbitrary points P and Q in

the same manner, which is described in Lemma 5.2.16. As a matter of
−→
of notation, we write PQ to denote the vector which starts at P and
−→
ends at Q. Note that this is not the same as QP. You can see from
−→ −→
Figure 5.2.15 that PQ = −QP.
(5.2.16) Lemma . Let P = (x1 , y1 ) and Q = (x2 , y2 ) be two

−→
points in the xy-plane. Then the vector PQ is the vector which
starts at P and ends at Q. The unit vector decomposition for
−→
PQ is
−→
PQ = (x2 − x1 )~i + (y2 − y1 )~j.
(5.2.17) Example . Find a unit vector decomposition for ~v

drawn below.
x
-5 -4 -3 -2 -1 1 2 3 4
-1
~v -2
-3
Solution:
We see that ~v is the vector drawn between two points. In the
language of Lemma 5.2.16 write P = (3, 5) and Q = (−4, −2).
−→
Then ~v = PQ since ~v starts at P and ends at Q. Then, using
Lemma 5.2.16, we have
−→
~v = PQ = (−4 − 3)~i + (−2 − 5)~j = −7~i − 7~j.
Answer: ~v = −7~i − 7~j
(5.2.b) Practice Exercise . Find a unit vector decomposi-

tion for the two vectors shown below assuming that k~uk = 4.
Note: The vector ~u is not −3~i + 3~j.
y
~u 3
π
41
x
-4 -3 -2 -1 1 2 3 4 5
-1
-2
~v -3
-4
316 vectors
Throughout the whole section we’ve been using two dimensional

vectors. If we’re working in three dimensions then we can use a sim-
ilar notation. If we assume that our three dimensional space has an
xyz-coordinate system then we let ~i be the vector of length 1 in the
direction of the positive x-axis, ~j be the vector of length 1 in the di-
rection of the positive y-axis, and ~k be the vector of length 1 in the
direction of the positive z-axis. We can then write any vector ~v as
~v = x~i + y~j + z~k
for real numberse x, y, and z. We can calculate magnitudes of three

dimensional vectors according to
p
k~vk = x2 + y2 + z2 .
Addition and scalar multiplication of these vectors is done on the

components, just as it was with two dimensional vectors.
In these notes we will focus primarily on two dimensional vectors
but we will occasionally explore three dimensional vectors in a lim-
ited capacity.
(5.2.18) Example . A weather balloon has floated 6 mi north,

2 mi east, and 7 mi above the laboratory where it was released.
What is its distance from the laboratory?
Solution:
We want to find a displacement vector, ~d, for the balloon’s
journey. In order to do this, we must implement a coordinate
system. Let ~i be the vector pointing 1 mi east, let ~j be the vec-
tor pointing 1 mi north, and let ~k be the vector which points
1 mi upward. According to this coordinate system we have
~d = 2~i + 6~j + 7~k.
To find the balloon’s distance from the laboratory we simply

find k~dk.
p √ √
k~dk = 22 + 62 + 72 = 4 + 36 + 49 = 89 = 9.43
Answer: 9.43 mi
The last thing to discuss is the coordinate system that we’ve been
using. Each time we implement coordinate so that we can use a unit
vector decomposition, this coordinate system involves a choice. We’ve
always drawn the x-axis horizontally and the y-axis vertically, but
there is no need to do that. As long as they meet at a right angle,
there is no reason we can’t rotate the coordinates and shift the ori-
gin. Changing the coordinate system does not change the vectors,
but it definitely changes the unit vector decomposition. Fortunately

this will not cause us any problems and so it is not something we will
explore in these notes.
Applications
We will look at a lot more applications of vectors later in the chapter.

For now, though, we will focus on the force diagrams and displace-
ment vectors that we discussed in Section 5.1. Conceptually, the exam-
ples don’t change, but now that we have unit vector decompositions
the examples become more practical. In order to use a unit vector
decomposition, though, we need to implement a coordinate system.
Consider the force diagram shown in Figure 5.2.19a. Assume that
kF1 k = 4 N and k~F2 k = 8 N. We can certainly draw the resultant
~
force without a coordinate system and we can even find the length
of the resultant force without a coordinate system. However, those
things become much easier with a coordinate system. This coordinate
system is shown in Figure 5.2.19b.
y y
~F2 ~F2
5π 5π
18 18
x x
~j
~F1 ~F1 ~i
(a) A force diagram with no (b) A force diagram with a

coordinates. coordinate system.
Figure 5.2.19: A force diagram with and without a coordinate system.
In order to calculate the resultant force we can find a unit vector

decomposition for ~F1 and ~F2 . Since ~F1 is in the direction of −~j with a
length of 4 we have that ~F1 = −4~j. Using Lemma 5.2.12 we have that
~F2 = k~F2 k cos 5π ~i + k~F2 k sin 5π ~j

18 18
~ ~
= 5.14i + 6.13j.
318 vectors
We can then find the resultant force, ~FR , by
~FR = ~F1 + ~F2

= (−4~j) + (5.14~i + 6.13~j)
= 5.14~i + 2.13~j.
In order to find the magnitude of ~FR we compute

p
k~FR k = 5.142 + 2.132 = 5.57
so that k~FR k = 5.57 N.

Look back at the coordinate system that we used in Figure 5.2.19b.
Notice that the actual axes were never used at any point in our cal-
culation. The only thing that we used were the vectors ~i and ~j that
we got from that coordinate system. From this point forward, you
won’t be given an actual xy-plane to find unit vector decomposition.
Instead, we will simply define the vectors ~i and ~j in the corner of a
diagram like the ones in Figure 5.2.19b.
(5.2.20) Example . Consider the force diagram shown below

where k~F1 k = 600 N, k~F2 k = 200 N, and k~F3 k = 300 N.
a. Find a unit vector decomposition for each of the three

force vectors.
b. Find a unit vector decomposition for the resultant force.
c. Find the magnitude of the resultant force.
~F3
3π
4
~F1
~j
~i
~F2
Solution:
a. It is simple to find a unit vector decomposition for any

vector which is vertical or horizontal. Since ~F1 is length
600 and parallel to ~i we have that ~F1 = 600~i. Since ~F2 is

length 200 and parallel to −~j we have that ~F2 = −200~j.
To find ~F3 we can use Lemma 5.2.12.
~F3 = k~F3 k cos 3π ~i + k~F3 k sin 3π ~j

√ 4 √ 4
300 2~ 300 2~
=− i+ j
2 2
= −212.13~i + 212.13~j.
Answer: ~F1 = 600~i, ~F2 = −200~j, and ~F3 = −212.13~i +

212.13~j
b. To find the resultant vector, ~FR , we simply add all of the

force vectors.
~FR = ~F1 + ~F2 + ~F3
= (600~i) + (−200~j) + (−212.13~i + 212.13~j)
= 387.87~i + 12.13~j.
Answer: ~FR = 387.87~i + 12.13~j
c. To calculate the magnitude of the resultant force,

p
k~FR k = 387.872 + 12.132 = 388.06
Answer: k~FR k = 388.06
In Example 5.2.20 we assumed that ~F1 was parallel to ~i because the

small vector ~i in the corner of the diagram makes it look as though
they are parallel. We made a similar assumption that ~F2 was parallel
to ~j. You are allowed to make these assumptions in exercises unless
stated otherwise.
(5.2.c) Practice Exercise . Find the magnitude of the resul-

tant vector in the force diagram below. Assume that k~F1 k =
450 N and k~F2 k = 600 N
320 vectors
~F1
~j
π
~i 10
~F2
(5.2.21) Example . An astronomer finds a map of a part of

the solar system at a certain moment as shown below. He also
finds the following displacement vectors:
~re = 114.6~i + 96.2~j

~rm = 96.3~i − 206.6~j
~rv = −101.7~i + 37~j
All of the units on these vectors are in gigameters (Gm), which

are billions of meters.
a. Find the distance from Earth to Mars.
b. Find the distance from Mars to Venus.
c. Find the distance from Venus to Earth.

Earth
Venus ~rv ~re

Sun
~j
~i
~rm
Mars
Solution:
a. Let ~u be the vector from Earth to Mars. This vector is

shown in the diagram at the end of the solution. From
the diagram we have
~re + ~u = ~rm
and hence
~u = ~rm −~re
= (96.3~i − 206.6~j) − (114.6~i + 96.2~j)
= −18.3~i − 302.8~j.
It follows that the distance from Earth to Mars is k~uk

and q
k~uk = (−18.3)2 + (−302.8)2 = 303.35
Answer: 303.35 Gm
b. Let ~v be the vector from Mars to Venus. This vector is

the diagram we have
~rm + ~v = ~rv
and hence
~v = ~rv −~rm
= (−101.7~i + 37~j) − (96.3~i − 206.6~j)
= −198~i + 243.6~j.
It follows that the distance from Mars to Venus is k~vk

and q
k~vk = (−198)2 + (243.6)2 = 313.92
Answer: 260.71 Gm
c. Let w
~ be the vector from Venus to Earth. This vector is
the diagram we have
~rv + w
~ = ~re
and hence
~ = ~re −~rv
w
= (114.6~i + 96.2~j) − (−101.7~i + 37~j)
= 216.3~i + 59.2~j.
322 vectors
It follows that the distance from Venus to Earth is k~

wk
and q
k~wk = (216.3)2 + (59.2)2 = 224.26
Answer: 224.26 Gm
Earth
~
w
Venus ~rv ~re

Sun
~j
~i
~u
~v
~rm
Mars
Homework Assignment
5.2.1. Let ~u = 2~i + 3~j, let ~v = −3~i + ~j, and let y
~ = −6~i − 5~j
w 6
5
~v
a.) Find w
~ − 3~v. 4
3
b.) Find 3 ~u + ~j + ~v.
~u 2
c.) Find ~u + ~v − w
~. 1
x
5.2.2. Let ~u = 3~i + ~j and let ~v = −~i + 4~j. Find a -5 -4 -3 -2 -1
-1
1 2 3 4 5
unit vector decomposition for 5~u − 2~v. -2
-3
5.2.3. Let ~u = 4~j, let ~v = −6~i + 7~j, and let ~ -4
w
~ = 2~i − 5~j.
w
a.) Find ~u + ~v. 5.2.7. The vectors ~u and ~v are drawn below.
b.) Find 2~
w − 3~v.
y
c.) Find ~u − 4 (~v − w

~ ).
(4,5)
5.2.4. Consider the vector ~v = 5~i − ~j.
~u ~v
a.) Find the magnitude of ~v and leave
your answer in exact form. π
6
x
b.) Find the angle that ~v makes with the

vector ~i (assume that this angle is ~j
(2,-3)
measured in the counterclockwise ~i
direction, like usual). Round your

answer to two decimal places. Hint: It
may be helpful to draw a picture.
a.) If k~uk = 8, find a unit vector
5.2.5. The vector ~v is graphed below. If θ = π/3 decomposition for ~u. Leave your
and k~vk = 150, find its unit vector answer in exact form.
decomposition. Leave your answer in exact b.) Find a unit vector decomposition for
form. ~v. Leave your answer in exact form.
y
Note: In case it is not clear, ~v is the vector
from (2, −3) to (4, 5).
x
5.2.8. The vectors ~u and ~v are drawn below. If
θ ~v = 4~i + 4~j, θ = 2π/3, and k~uk = 5, find a
unit vector decomposition for ~u. Round
~v
your answers to two decimal places.
5.2.6. Three vectors, ~u, ~v, and w

~ are graphed
below. Write the unit vector decomposition
for each of them.
324 vectors
y y
~v
~v
~u θ
θ x
5.2.9. The vectors ~u and ~v are shown below. Find

a unit vector decomposition for both of
5.2.12. Consider a weather balloon floating in the
them.
air. There are three forces acting on this
y balloon: the force of gravity is labeled ~FG ,
6 the lift from the balloon is labeled ~FL , and
5
the force from the wind is labeled ~FW . The
4
~u orientation of these forces along with a
3
2 coordinate system is given below:

1
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
x ~j ~FL
-1
~i
~v -2
-3
-4
~FW
-5
-6
5.2.10. Consider the diagram below. If θ = π ~FG

3 and
k~vk = 20, find a unit vector decomposition
for ~v. Leave your answer in exact form. Assume that k~FG k = 20 N, k~FL k = 25 N,
and k~FW k = 15 N. Find the magnitude of
y
the resultant force acting on the weather
balloon and round your answer to two
x
decimal places.
θ
5.2.13. An xy-plane is placed on a map of the city
of Mystic Falls such that town’s post office
~v is positioned at the origin, the positive
x-axis points east, and the positive y-axis
points north. The Salvatores’ house is
located at the point (1, 4) on the map and
the Gilberts’ house is located at the point
5.2.11. Consider the diagram below. If θ = π6 and
(−1, −2). A pigeon flies from the
k~vk = 3000, find a unit vector Salvatores’ house to the Gilberts’ house.
decomposition for ~v. Leave your answer in Find the displacement vector which
exact form. describes the pigeon’s journey.
5.2.14. A box is being pushed up an incline of 30°

with a force of 100 N (which is parallel to
the incline) and the force of gravity on the b.) If k~FG k = 40 N and k~FT k = 100 N, find
box is 50 N (gravity acts straight k~Fk and round to two decimal places.
downward). Find the magnitude of the
resultant force and round to two decimal 5.2.16. The circle below is an object on which
places. three forces are acting as shown:
5.2.15. The force diagram below displays the ~j
forces acting on some object. Let ~F be the ~i ~FL

resultant force on the object.
π
4
~FW
~j
~i
~FG
~FT
Given that k~FL k = 300 N, that
k~FG k = 100 N, and that k~FW k = 50 N, find
~FG the resultant force vector, ~F, which is acting
on the object. Round to two decimals when
a.) Sketch ~F in the diagram. necessary.
Challenge Problems
(5.2.c1) Challenge Problem . The value of the vectors ~i and ~j are

that every vector ~v can be written as
~v = x~i + y~j
for unique real numbers x and y. Because of this, we call the set {~i,~j}
a basis. However, these are not the only pair of vectors for which this
is true. Assume that ~i and ~j are fixed.
a. Explain how the vectors a~ 1 = ~i +~j and ~b1 = −~i +~j form a basis.
To do this, explain how a vector of the form ~v = x~i + y~j can be
written as
~v = α~ a1 + β~b1
for real numbers α and β. That is, find these numbers in terms
of x and y.
b. Explain why the vectors a~ 2 = ~i and ~b2 = 2~i do not form a basis.
What sorts of vectors cannot be written as
a2 + β~b2
α~
for real numbers α and β?

326 vectors
5.3 the dot product

The dot product is a valuable tool in dealing with vectors even

in the limited capacity that we are using them. However, in vector
calculus and beyond the dot product becomes essential.
Motivation
We have used angles to relate vectors several times in previous sec-

tions. Lemma 5.2.12 tells us that the vector ~u in Figure 5.3.1a can be
written as
~u = (k~uk cos(θ))~i + (k~uk sin(θ))~j.
We also saw that if we are given the angle φ as well as k~vk and k~
wk
then we can find k~v + w
~ k and k~v − ~uk in Figure 5.3.1b.
y y
~
w
θ
φ ~v
x
~u x
(a) An arbitrary vector in the plane. (b) Two vectors and the angle between
them.
Figure 5.3.1: Vectors related by angles.
However, what we didn’t do in earlier sections was use vectors to

find angles. That is, imagine that we know the vectors ~v and w ~ in
Figure 5.3.1b and we want to find φ. How would you go about doing
that? The natural choice is to use the Law of Cosines. In Figure 5.3.3
we draw w ~ − ~v and we see that
w − ~vk2 = k~
k~ wk2 + k~vk2 − 2k~
wkk~vk cos(φ). (5.3.2)
Of course, if we already know ~v and w ~ then we certainly know w ~ − ~v

so this equation will allow us to find θ.
Using Equation 5.3.2 is feasible but complicated. In this section we
will develop a more convenient method.
5.3 the dot product 327
w
~−
~
w
~v
φ
~v
x
Figure 5.3.3: Setting up the Law of Cosines to find φ.
Theory
We start with the definition of the dot product.
(5.3.4) Definition . Let ~u and ~v be vectors with
~u = u1~i + u2~j and ~v = v1~i + v2~j.
Then their dot product is denoted ~u · ~v and is defined by
~u · ~v = u1 v1 + u2 v2
Note that the dot product of two vectors is defined to be a real

number. That is, ~u · ~v is a number and not a vector.
It was emphasized in Section 5.1 that two vectors cannot be multi-
plied and it seems that we have now defined a way to multiply two
vectors. This isn’t really the case, though. Think about anything else
in the world that you know how to multiply. When you multiply two
numbers together you always get another number. When you multi-
ply two polynomials you get another polynomial. When you multi-
ply two functions you get another function. When you multiply two You may not know
matrices you get another matrix. Any time we multiply two things what a matrix is or
how to multiply
together we get another thing. However, ~u ·~v is not a vector so the dot
them. That is
product doesn’t really work the way that multiplication should work. alright.
Example 5.3.5 shows some basic dot product calculations.
(5.3.5) Example .
a. Find ~u · ~v where ~u = 2~i + 3~j and ~v = 7~i − 5~j.
~ where ~v = −4~i − 9~j and w

b. Find ~v · w ~ = 2~i − 2~j.
328 vectors
~ · ~b where a
c. Find a ~ = 4~i + 5~j and ~b = 2~i.
d. Find ~i · ~j.
e. Find ~0 · (~i + ~j).
Solution:
a. From Definition 5.3.4,
~u · ~v = (2)(7) + (3)(−5) = −1.
Answer: ~u · ~v = −1
b. From Definition 5.3.4,
~v · w
~ = (−4)(2) + (−9)(−2) = 10.
Answer: ~v · w
~ = 10
c. We can write ~b = 2~i + 0~j. Then, according to Defini-

tion 5.3.4,
~ · ~b = (4)(2) + (5)(0) = 8.
a
~ · ~b = 8
Answer: a
d. We can write ~i = 1~i + 0~j and ~j = 0~i + 1~j. Then, according

to Definition 5.3.4,
~i · ~j = (1)(0) + (0)(1) = 0
Answer: ~i · ~j = 0.
e. We can write ~0 = 0~i + 0~j and ~i + ~j = 1~i + 1~j. Then, from

Definition 5.3.4,
~0 · (~i + ~j) = (0)(1) + (0)(1) = 0
Answer: ~0 · (~i + ~j) = 0
Lemma 5.3.6 gives us some elementary properties of the dot prod-

uct. They are all easily verified. Take, for example, the claim that
~u · ~u = k~uk2 . Assume that ~u = u1~i + u2~j. By definition,
~u · ~u = (u1 )(u1 ) + (u2 )(u2 ) = (u1 )2 + (u2 )2 .
Using Lemma 5.2.9,
q 2
2
k~uk = 2
(u1 ) + (u2 ) 2 = (u1 )2 + (u2 )2 .
Combining these two things, we see that ~u · ~u = k~uk2 . The rest of the
properties are verified similarly.
(5.3.6) Lemma . Let ~u, ~v, and w

~ be any vectors and c be any
scalar.
• ~0 · ~u = 0
• ~u · ~v = ~v · ~u
• (c~u) · ~v = c(~u · ~v) = ~u · (c~v)
• ~u · (~v + w
~ ) = ~u · ~v + ~u · w
~
• (~u + ~v) · w
~ = ~u · w
~ + ~u · w
~
• ~u · ~u = k~uk2
We are not going to use the properties in Lemma 5.3.6 much in

these notes. They come in handy occasionally with calculations but
we do not need to do any examples with them. Theorem 5.3.7, on the
other hand, will be immensely useful.
(5.3.7) Theorem . Let ~u and ~v be two vectors. If these two

vectors are drawn originating from the same point then they
form two angles at that point. Let θ be the smaller of those
two vectors. Then
~u · ~v = k~ukk~vk cos(θ).
The difficult thing about Theorem 5.3.7 can be understanding θ.

Figure 5.3.8 shows two angles, ~u and ~v which are drawn from the
same point, p. Since we are allowed to translate vectors wherever we
want, we are always allowed to translate them until they begin at the
same point. It certainly does not matter which point since translation
preserves angles. The two angles formed by the two vectors are ob-
viously θ and φ. Theorem 5.3.7 demands that the equation uses the
smaller of the two, so
~u · ~v = k~ukk~vk cos(θ).
From this point forward when we refer to the angle between ~u and ~v
we will always mean the angle formed like θ in Figure 5.3.8. Suppose
that we have a unit vector decomposition for both ~u and ~v and we
would like to find θ. Then we can calculate ~u · ~v, k~uk, and k~vk and it
follows that
~u · ~v
cos(θ) = .
k~ukk~vk
330 vectors
~u
~v
p
x
φ
Figure 5.3.8: The angle θ is to be used in Theorem 5.3.7.
By using the techniques in Section 4.4 we can find solutions to this

equation. We happen to get a little bit lucky, though. We know that θ
Can you think of should be an angle with 0 6 θ 6 π and, fortunately, cos−1 will output
why angles between angles precisely between 0 and π. It follows that
two vectors should
be between 0 and π?

−1 ~u · ~v
θ = cos .
k~ukk~vk
This motivates Corollary 5.3.9 below.
(5.3.9) Corollary . If ~u and ~v are non-zero vectors and θ is

the angle between them then

−1 ~u · ~v
θ = cos .
k~ukk~vk
We will now look at some examples.
(5.3.10) Example . Find the angle, θ, between ~u = 3~i + 4~j

and ~v = ~i + 7~j.
Solution:
First we calculate
p
k~uk = 32 + 42 = 5
p √ √
k~vk = 12 + 72 = 50 = 5 2
~u · ~v = (3)(1) + (4)(7) = 31.
Using Theorem 5.3.7, we have
k~ukk~vk cos(θ) = ~u · ~v
√
(5)(5 2) cos(θ) = 31
31
cos(θ) = √
25 2

−1 31
θ = cos √
25 2
θ = 0.50.
Remember, the equation cos(θ) = 2531 √ can be dangerous,

2
but since θ is the angle between two vectors we are allowed
to use cos−1 to find it.
Answer: θ = 0.50
(5.3.11) Example . ~ = −2~i + 9~j

Find the angle, θ, between a
and ~b = 5~i − ~j.
Solution:
First we calculate
q √
k~
ak = (−2)2 + 92 = 85
q √
k~bk = 52 + (−1)2 = 26
~ · ~b = (−2)(5) + (9)(−1) = −19.
a
akk~bk cos(θ) = a
k~ ~ · ~b
√ √
( 85)( 26) cos(θ) = −19
−19
cos(θ) = √ √
85 26

−1 −19
θ = cos √ √
85 26
θ = 1.99.
Answer: θ = 1.99
(5.3.a) Practice Exercise . Let ~u = −2~i + 5~j and ~v = −6~i +

4~j.
332 vectors
(i) Find ~u · ~v.
(ii) Find the angle θ between ~u and ~v. Round to two decimal
places.
Examples like Example 5.3.10 and Example 5.3.11 are pretty pre-
dictable. If you are given a unit vector decomposition for two vectors,
the process used in these two examples will find the angle between
them. Example 5.3.12 adds a small complication but it is roughly the
same type of problem.

y
~v 2
1 θ ~u
x
-4 -3 -2 -1 1 2 3 4 5
-1
Solution:
We first must find a unit vector decomposition for ~u and ~v.
Using Lemma 5.2.16 we have
~u = 4~i + ~j and ~v = −3~i + 2~j.
Now the process becomes just like Example 5.3.10 and Exam-
ple 5.3.11. First we calculate
p √
k~uk = 42 + 12 = 17
q √
k~vk = (−3)2 + 22 = 13
~u · ~v = (4)(−3) + (1)(2) = −10.
k~ukk~vk cos(θ) = ~u · ~v
√ √
( 17)( 13) cos(θ) = −10
−10
cos(θ) = √ √
17 13

−1 −10
θ = cos √ √
17 13
θ = 2.31.
Answer: θ = 2.31
There is one time where this procedure fails. If we’re looking for
the angle between ~u and ~v and one of these vectors is ~0 then things be-
come complicated. It makes no sense to talk about the angle between
the zero vector and another vector. The reason that ~u and ~v need to
be non-zero in Corollary 5.3.9 is because that would force k~ukk~vk to
~ ·~
be zero which means that k~uu v
kk~vk would be undefined. The moral of
the story is that we will ignore the concept of the angle between a
vector and the zero vector.
The equation in Theorem 5.3.7 can be quite enlightening. If ~u and
~v are two non-zero vectors then
~u · ~v = k~ukk~vk cos(θ)
where θ is the angle between them. Notice that k~uk and k~vk are both
positive. It follows that ~u · ~v = 0 exactly when cos(θ) = 0. Otherwise,
~u · ~v and cos(θ) have the same sign.
Think about what it means when cos(θ) = 0. We know that θ is
in the interval [0, π] and the only angle in that interval whose cosine
is zero is π 2 . It follows that the vectors ~u and ~v are perpendicular Recall that
exactly when their dot product is zero. What about when cos(θ) 6= 0? “perpendicular”
means to meet at a
If cos(θ) > 0 then 0 6 θ < π π
2 and if cos(θ) < 0 then 2 < θ 6 π. right angle.
Hence if ~u · ~v > 0 then ~u and ~v meet at an acute angle whereas if
~u · ~v < 0 then ~u and ~v meet at an obtuse angle. This is summarized in
Lemma 5.3.13.
(5.3.13) Lemma . Let ~u and ~v be two non-zero vectors.

• If ~u · ~v = 0 then ~u and ~v are perpendicular.
• If ~u · ~v > 0 then ~u and ~v meet at an acute angle.
• If ~u · ~v < 0 then ~u and ~v meet at an obtuse angle.
The condition for ~u and ~v to be perpendicular in Lemma 5.3.13

is immensely powerful. It is very useful to work with perpendicular
334 vectors
vectors and we now have an easy condition to check if two vectors

are perpendicular. We now explore some examples of how to use this
lemma.
(5.3.14) Example . True or False: ~u = 2~i +~j and ~v = −4~i + 8~i

are perpendicular.
Solution:
According to Lemma 5.3.13, all we need to check is the dot
product. Observe that
~u · ~v = (2)(−4) + (1)(8) = 0.
Since ~u · ~v = 0 it follows that ~u and ~v are perpendicular.

Answer: True
(5.3.15) Example . Find all of the vectors which are perpen-

dicular to ~u = −3~i + 2~j.
Solution:
The only way that we know how to check if something is
perpendicular to ~u is by using Lemma 5.3.13. Let’s assume
that ~v is an arbitrary vector which is perpendicular to ~u and
write ~v = x~i + y~j. Since they are perpendicular, ~u · ~v = 0.
Hence
~u · ~v = 0
(−3~i + 2~j) · (x~i + y~j) = 0
−3x + 2y = 0
3
y = x.
2
Since ~v = x~i + y~j it must be that any vector ~v which is perpen-

dicular to ~u must be of the form
3
~v = x~i + x ~j
2
for a real number x. The only time such a vector won’t be
perpendicular to ~u is when x = 0 because then ~v = ~0. Thus all
of the vectors perpendicular to ~u are x~i + ( 32 x)~j for non-zero
real numbers x.
Answer: x~i + ( 32 x)~j for every non-zero real number x.
(5.3.16) Example . Find all values of t (if any) such that

~ = (6t)~i + (t + 6)~j is perpendicular to ~b = t~i − 6~j.
a
Solution:
We know from Lemma 5.3.13 that a ~ and ~b are perpendicu-
lar precisely when their dot product is zero. Hence
~ · ~b = 0
a
(6t)(t) + (t + 6)(−6) = 0
6t2 − 6t − 36 = 0
t2 − t − 6 = 0
(t − 3)(t + 2) = 0.
We see that a~ · ~b = 0 exactly when (t − 3)(t + 2) = 0 which

happens exatly when t = 3 and t = −2. The only thing left
to check is that a~ and ~b are non-zero when t = 3 and t = −2.
We see that
~ = 18~i + 9~j and ~b = 3~i − 6~j

a when t = 3
and
~ = −12~i + 4~j and ~b = −2~i − 6~j

a when t = −2
Since a~ and ~b are non-zero when t = 3 and t = −2 we have

~ and ~b are perpendicular for those values of t.
that a
Answer: t = 3 and t = −2
As a last note on the dot product, suppose ~u and ~v are two three
dimensional vectors. Then
~u = u1~i + u2~j + u3~k and ~v = v1~i + v2~j + v3~k.
We define the dot product in this case similar to the two dimensional
case. That is,
~u · ~v = u1 v1 + u2 v2 + u3 v3 .
All of the same properties that we’ve learned still hold. That is, all
of the results in Lemma 5.3.6 and the result in Theorem 5.3.7 are still
valid.
Applications
The first application of the dot product is to large scale travel of things
like boats and planes. We say that something is traveling along a
vector ~p if it is traveling in the direction of ~p. Normally when we use
336 vectors
vectors to describe motion we use a displacement vector. However it

might be that we don’t know the entire displacement at a particular
moment. Maybe the pilot doesn’t know how far he will be going but
he knows the direction in which he’s going at a particular moment.
He could describe this direction with a vector.
We can use these vectors to find information about the paths. In
the following examples we are going to make the assumption that
the vector ~i points to the east and the vector ~j points to the north
in our coordinate system. The units on ~i and ~j will depend on the
units in the particular problem. That is, if the problem deals with
miles then the length of ~i will be 1 mi, if the problem deals with
meters then the length of ~i will be 1 m, etc. This is somewhat irrel-
evant, though. It doesn’t matter whether we’re talking about inches,
miles, or lightyears, the vectors ~i and ~j always point east and north,
respectively. If something is traveling along the vector ~p then only the
direction of ~p matters and the units don’t affect the direction.
(5.3.17) Example . Two small aircraft leave an airport. The

first is traveling along a vector of ~p = −~i + 2~j and the second is
traveling along a vector of ~q = 4~i + 3~j. Find the angle between
their flight paths.
Solution:
In order to find the angle between the two paths we need
only find the angle between the vectors ~p and ~q. First, we
have
q √
k~pk = (−1)2 + 22 = 5
p
k~qk = 42 + 32 = 5
~p · ~q = (−1)(4) + (2)(3) = 2.
Using Theorem 5.3.7 we have

√
(5)( 5) cos(θ) = 2
2
cos(θ) = √
5 5
2
θ = cos−1 √
5 5
θ = 1.57
where θ is the angle between the two vectors. It follows that

the angle between the two paths is 1.57.
Answer: 1.57
(5.3.18) Example . A ship is traveling along a vector of ~p =

~i + 7~j, which is very close to due north. How close is it? That
is, what is the angle between this ship’s path of travel and
due north.
Solution:
All we need to do is find the angle between ~p and a vec-
tor which points due north. It doesn’t matter which of these
angles we pick, so we might as well pick ~j. First, we have
k~jk = 1
p √ √
k~pk = 12 + 72 = 50 = 5 2
~j · ~p = (0)(1) + (1)(7) = 7.

√
(1)(5 2) cos(θ) = 7
7
cos(θ) = √
5 2
7
θ = cos−1 √
5 2
θ = 0.14
where θ is the angle between ~j and ~p. It follows that the ship’s
path is 0.14 radians away from north.
Answer: 0.14
An application of the dot product to physics is the calculation of

work. Roughly speaking, work is a measure of how helpful a force
is in moving an object. Suppose that you and your friend are both
pushing on a refrigerator. You’re trying to move the refrigerator but
your friend, who is a jerk, is pushing on the other side of the refrig-
erator to try and hinder you. This is shown in the force diagram in
Figure 5.3.19. You are pushing with a force of ~F1 and your friend is
pushing with a force of ~F2 .
~j
~i
~F1 ~F2
Figure 5.3.19: The force diagram for two people pushing on a refrigerator
in opposite directions.
Luckily, you are stronger than your friend so that k~F1 k = 400 N and
k~F2 k = 200 N. Since the force being applied on the left is stronger than
the force being applied on the right, the refrigerator is moving from
338 vectors
left to right. Let’s assume that while these forces are being applied
the refrigerator moves 5 m. Now, we said that work is a measure of
how helpful a force is to the motion. In this case, the force on the left
is being very helpful but the force on the other side is just a hindrance
to the motion. According to our work calculation, the work done by
~F1 will be positive which signifies that it is helping and the work done
by ~F2 will be negative which signifies that it is hindering.
Definition 5.3.20 below defines how to calculate work.
(5.3.20) Definition . Let ~F be a force acting on an object.

Suppose that this object is displaced by a vector of ~d while
under the influence of this force. Then the work done by ~F is
W where
W = ~F · ~d.
The units on W are the units on k~Fk times the units on k~dk.
Let’s try to calculate the work done on our refrigerator by the two
forces. It is easy to write down the two force vectors since they are
both parallel to ~i. We see from the diagram that
~F1 = 400~i and ~F2 = −200~i.
In order to calculate work we must also find a vector, d, which de-

scribes its displacement. We know that k~dk = 5 m since we assumed
that the refrigerator moved 5 m. We also know that it moved directly
to the right, so
~d = 5~i.
We can now perform a work calculation for each force. Let W1 be the
work done by ~F1 and let W2 be the work done by ~F2 . According to
Definition 5.3.20 we have
W1 = ~F1 · ~d = (400~i) · (5~i) = 2000

W2 = ~F2 · ~d = (−200~i) · (5~i) = −1000
Now, the last thing described by Definition 5.3.20 is the units. Since
the units on force are Newtons and the units on distance are meters,
the units on work are simply Newton-meters, which are denoted N m.
Hence the work done by ~F1 is 2000 N m while the work done by ~F2
is −1000 N m. These units seem like nonsense, but in physics this is a
reasonable thing. When calculating work, simply multiply the units
on the force by the units on the distance to obtain the units on the
work.
The force diagram in Figure 5.3.19 used for our refrigerator is obvi-
ously a very simple one. We will explore some more difficult compu-
tations in the remaining examples.
(5.3.21) Example . Consider an object that moves a displace-

ment of ~d = 7~i + 3~j with units in meters. There are three
forces acting on this object:
~F1 = 500~i
~F2 = −300~i + 50~j
~F3 = 300~i − 700~j.
a. Find the work, W1 , done by ~F1 .
b. Find the work, W2 , done by ~F2 .
c. Find the work, W3 , done by ~F3 .
d. Find the work, W, done by the resultant force.
Solution:
a. By Definition 5.3.20,
W1 = ~F1 · ~d = (500)(7) = 3500.
Answer: 3500 N m
b. By Definition 5.3.20,
W2 = ~F2 · ~d = (−300)(7) + (50)(3) = −1950.
Answer: −1950 N m
c. By Definition 5.3.20,
W3 = ~F3 · ~d = (300)(7) + (−700)(3) = 0.
Answer: 0 N m
d. We first need to find the resultant force, ~F. We have
~F = ~F1 + ~F2 + ~F3 = 500~i − 650~j.
Then, by Definition 5.3.20,
W = ~F · ~d = (500)(7) + (−650)(3) = 1550.
Answer: 1550 N m
Let’s look at some things in Example 5.3.21. What does it mean that
W3 = 0? Well, W3 should be a measure of how helpful the force ~F3
340 vectors
is on moving the object, so we can conclude that ~F3 was no help at

all. It also means that ~F3 · ~d = 0 which, as we found in Lemma 5.3.13,
means that ~F3 and ~d are perpendicular. Imagine something that is
moving horizontally and a force that is pushing vertically (so that the
force and the displacement are perpendicular). As you can imagine,
this force is not assisting in the motion at all.
Also notice in Example 5.3.21 that W1 + W2 + W3 = W. This is not
This phenomenon an accident. If several forces act on an object then the sum of the work
can be proved done by each of them will equal the work done by the resultant force.
mathematically, but
The calculations in Example 5.3.21 are relatively straightforward.
it is also a result of
conservation of The difficult part of examples involving work is often figuring out
energy. the vectors involved. We will have the same difficulties that we faced
in previous force diagrams plus the difficulties involved in finding
the displacement vector.
(5.3.22) Example . A box slides 20 m down a hill which has

an incline of π ~
9 as shown below. The force of gravity, Fg , has
a magnitude of 600 N and the force of friction, ~Ff (which is
parallel to the hill), has a magnitude of 450 N.
a. Find the work, Wg , done by gravity.
b. Find the work, Wf , done by friction.
~Ff
~j
~i π
9
~Fg
Solution:
Before we handle the desired calculations, we need to find
the box’s displacement vector. Obviously k~dk = 20. To find
~d, though, we need to know it’s angle with the horizontal.
Since the box is sliding down the hill, we know that ~d points
downward and to the left as shown below:
π
π+ 9
~Ff
~j
~i
~d
~Fg
We see that
10π 10π
~d = 20 cos ~i + 20 sin ~j = −18.79~i − 6.84~j
9 9
by Lemma 5.2.12.
a. From the diagram we have that ~Fg = −600~j so
Wg = ~Fg · ~d = (−600)(−6.84) = 4104.24
Answer: 4104.24 N m
b. From Lemma 5.2.12 and the diagram we have

~Ff = 450 cos π ~i + 450 sin π ~j
9 9
~ ~
= 422.86i + 153.91j
and hence
Wf = ~Ff · ~d
= (422.86)(−18.79) + (153.91)(−6.84)
= −9000
Answer: −9000 N m
We will have several examples like the one in Example 5.3.22 where
we deal with something on a hill. The hill in Example 5.3.22 has an in-
cline of π
9 . We can define an incline of any angle similarly. Whenever
we say something goes “up” or “down” a hill, we mean the direction
it would go under the influence of gravity.
342 vectors
(5.3.23) Example . A boy is pulling a small wagon along

the ground as shown below. He pulls it a total of 100 m to the
right, parallel to the ground. Assume that
k~Fg k = 300 N, k~Ff k = 200 N, and k~Fp k = 400 N.
a. Find the work, Wg , done by ~Fg .
b. Find the work, Wf , done by ~Ff .
c. Find the work, Wp , done by ~Fp .
d. Find the work, W, done by the resultant force.
~Fp
~j
~i
π
5
~Ff
~Fg
Solution:
We first need to find the displacement vector, ~d. Since the
wagon moves 100 m to the right, ~d = 100~i.
a. From the diagram, ~Fg = −300~j so
Wg = ~Fg · ~d = 0.
Answer: 0 N m
b. From the diagram, ~Ff = −200~i so
Wf = ~Ff · ~d = (−200)(100) = −20000.
Answer: −20,000 N m
c. We can use Lemma 5.2.12 to find ~Fp with θ = π

5 and
k~Fp k = 400.

~Fp = 400 cos π ~i + 400 sin π ~j
5 5
~ ~
= 323.61i + 235.11j
Then
Wp = ~Fp · ~d = (323.61)(100) = 32360.7.
Answer: 32,360.7 N m
d. The resultant force, ~F, is
~F = ~Fg + ~Ff + ~Fp = 123.61~i − 64.89~j,
hence
W = ~F · ~d = (123.61)(100) = 12360.7.
Of course, if you remembered that the sum of the work

done by the individual forces should equal the sum of
the work done by the resultant force then instead of
finding ~F you could have simply calculated
W = Wg + Wf + Wp = 12360.7.
Either way is fine.

Answer: 12,360.7 N m
Notice in Example 5.3.23 that we didn’t really need to calculate Wg .

We see that ~Fg is perpendicular to the displacement vector, ~d, so we
know that Wg = ~Fg · ~d = 0 without any real calculation. What we
used implicitly there was the fact that
Wg = ~Fg · ~d = k~Fg kk~dk cos(θ)
where θ is the angle between ~Fg and ~d as dictated by Theorem 5.3.7.

When it is convenient, we can actually use Theorem 5.3.7 for any work
calculation. For instance, consider Wp in Example 5.3.23. We see from
the diagram that the angle between ~d and ~Fp is π5 and it was given in
~ ~
the problem that kFp k = 400 and kdk = 100. Hence
π π
Wp = ~Fp · ~d = k~Fp kk~dk cos = (400)(100) cos = 32360.7
5 5
so that Wp = 32,360.7 N m which agrees with what we got in Exam-
ple 5.3.23. Note that this calculation did not require us to find a unit
vector decomposition for either ~Fp or ~d.
344 vectors
This is a very handy trick at times. Compare Example 5.3.24 be-

low with Example 5.3.22. In Example 5.3.24 we calculate the desired
work without actually find unit vector decompositions for the vectors
involved.
(5.3.24) Example . A box is on a hill which has an incline

of π7 . The box slides 20 m down the hill under the force of
gravity which has a magnitude of 30 N. Find the work, W,
done by gravity.
Solution:
The first thing we should do is draw a force diagram. The
force of gravity always points straight downward and the dis-
placement force points down the hill. If ~F is the force of grav-
ity and ~d is the displacement then we get the following force
diagram:
π/7
~d
~F
We can see from the force diagram that the angle between ~F
and ~d is π π 5π ~
2 − 7 = 14 . It was given in the problem that kFk = 30
and k~dk = 20, hence, using Theorem 5.3.7, we have
5π 5π
W = ~F · ~d = k~Fkk~dk cos = (30)(20) cos = 260.33.
14 14
Answer: 260.33 N m
(5.3.b) Practice Exercise . Three forces are acting on an

object as shown below with
k~F1 k = 25 N, k~F2 k = 20 N, and k~F3 k = 30 N.
Assume that while under the influence of these three forces

the object moves 12 m straight upward.
(i) Find the work, W1 , done by ~F1 . Round to two decimal

places.
(ii) Find the work, W2 , done by ~F2 . Round to two decimal

places.
(iii) Find the work, W3 , done by ~F3 . Round to two decimal

places.
~F3
π ~F2
6
π
~j 4
~i
~F1
346 vectors
Homework Assignment
5.3.1. Let ~u = −5~i + 3~j, let ~v = 4~i + ~j, and let 5.3.8. Let ~u = (t − 6)~i + t2~j and ~v = ~i + ~j. For
~ = 2~i − 8~j.
w what values of t are ~u and ~v
a.) Calculate ~u · ~v. perpendicular?
b.) Calculate ~v · w
~. 5.3.9. Find all possible values of t (if any) such
that ~u = 4t~i − 6~j and ~v = −t~i + 10t~j are
~ · ~u.
c.) Calculate w
perpendicular.
5.3.2. Let ~u = 3~i − 4~j and let ~v = −~i − 5~j.
5.3.10. Let ~u = (t + 4)~i + ~j and ~v = −2~i + t2~j. For
Calculate the following:
what values of t (if any) are ~u and ~v
a.) ~u · ~v perpendicular?
b.) k~uk 5.3.11. Consider the vectors ~u = 2~i + 4~j and
c.) 2~v − 5~u ~v = −3~i + t~j. If the angle between ~u and ~v
is π/3 and kvk > 5, find ~v. Round to two
5.3.3. Consider the vectors ~u = 3~i + 5~j and decimal places.
~v = −6~i + ~j.
5.3.12. Find any vector which is perpendicular to
a.) Compute ~u · ~v.
−2~i + ~j. Justify your answer.
b.) Find the angle between ~u and ~v.
Round your answer to two decimal 5.3.13. Find θ below. Round to two decimal places.
places. y
(−1, 4) 4
5.3.4. Let ~u = 3~i − 4~j, let ~v = −2~i + 7~j, and let
~ = ~j − ~i. Leave your answers in exact
3
w (−5, 2)
form. 2
a.) Calculate ~u + ~v. θ 1
x
-5 -4 -3 -2 -1
b.) Calculate 5~
w − 2~v. -6
-1
1
c.) Calculate ~u − 3 (~v + 2~

w).
d.) Calculate ~v · w
~. 5.3.14. Consider the triangle drawn below:
e.) Calculate k~vk (~u · w

~) y
4
f.) Calculate k~vk (~u + w
~) Q
3
2
5.3.5. Find the angle between the vectors 1
~u = −6~i + 7~j and ~v = 3~i − 3~j. Round to two -5 -4 -3 -2 -1

x
-6 1 2 3 4 5 6
-1
decimal places.
θ
-2 R
5.3.6. Find the angle between the vectors P -3
-4
~u = −6~i − 13~j and ~v = −4~i + 7~j. Round to
two decimal places. Assuming that P, Q, and R are points with
5.3.7. Find the angle between the vectors integer components, find a unit vector
−→ −→ −
→
~u = 6~i + 3~j and ~v = −6~i + 2~j. Round to two decomposition for PQ, QR, and RP. What
decimal places. is the angle θ? Round to two decimal
places.
5.3.15. Two boats leave port at the same time. The of these two forces, the box moves up the
first boat travels along the vector ~v = 3~i + ~j hill (i. e. up and to the right) a total of 50 m.
and the second boat travels along the Note: Vectors are not necessarily drawn to
vector ~u = −~i + 5~j. Find the angle between scale.
their paths. Round your answer to two
~j
decimal places. ~
G
~i
5.3.16. John and Amy leave their house by bike at
the same time. John is traveling along a
vector of ~u = 2~i + 5~j and Amy is traveling
along a vector of ~v = −~i + 6~j. Find the
angle between their paths. Round to two ~P π
decimal places. 6
5.3.17. A small box is sitting on a hill at an incline

of 60°. The force of gravity on the box is
150 N. This force slides the box down the
hill 20 m before the box comes to rest. a.) Let ~F be the resultant force on the box.
Calculate the work imparted by the force Find the angle that ~F makes with ~P
of gravity on the box and round to two and round to two decimal places.
decimal places. b.) Calculate the work done by the force
5.3.18. A barrel is rolling down a hill which is at ~ on the box and round to two
G
an angle of 10° with the horizontal. The decimal places.
only force acting on the barrel is the force
5.3.21. Consider the three forces below, ~Ft , ~Fn , and
of gravity which has a magnitude of 500 N ~Fg , acting on the circular object in the
and acts perpendicular to the horizontal. If
center of the diagram where k~Ft k = 750,
the barrel rolls a total of 100 m, find the
k~Fn k = 500, and k~Fg k = 200 (all forces in
work done on the barrel by the force of
Newtons).
gravity. Round to two decimal places.
5.3.19. A force ~F with a magnitude of 1000 N acts ~Ft
on an object as shown below. The object ~Fn π/6
subsequently moves 200 m to the right

(parallel to the ground). Find the work
done by ~F in moving the object. Round ~j
your answer to two decimal places. ~i
~Fg
~F
π/6
a.) Find the resultant force, ~F, that acts on
the above object. Round to two
decimal places when appropriate.
b.) Suppose that the object in part (a) is
moved a distance of 30 meters straight
5.3.20. In the force diagram below, G ~ is the force up in the air (that is, in the ~j direction).
of gravity and ~P is another force pushing What is the work done by the
on the box. You are given that kGk~ = 322 N resultant force (from part (a))? Round
and that k~Pk = 480 N. Under the influence your answer to two decimal places.
348 vectors
Challenge Problems
(5.3.c1) Challenge Problem . Suppose ~u and ~v are two vectors

such that k~u − ~vk = k~u + ~vk. Find ~u · ~v and justify your answer. Note:
You can assume that these are both two dimensional vectors, but the answer
would be the same for vectors of any dimension.
5.4 applications of vectors 349
5.4 applications of vectors

This section covers additional applications of the vectors that we’ve

seen so far. The material from this section comes from parts of sec-
tions 12.3 and 12.4 in Functions Modeling Change [4].
Motivation
We’ve already seen a few important applications of vectors. In this

section we would like to look at some additional applications. There
are applications of vectors everywhere; we will look at the following:
• Gravitation
• Computer Graphics
• Vector-Valued Functions
Theory
Before we can get to the applications there are a couple mathematical

topics that need covered.
Remember from Section 5.2 that kc~vk = ck~vk whenever c > 0. It
follows that when ~v 6= ~0,

1 1
k~vk ~v = k~vk k~vk = 1.

This motivates Lemma 5.4.1 below.
(5.4.1) Lemma . If ~v is a non-zero vector then the unit vector

in the direction of ~v is
1
~v.
k~vk
Recall that a unit vector is a vector with a magnitude of 1.
Oftentimes it can be useful to have a vector in the same direction

as a known vector but with a different length. Example 5.4.2 is an
example of this.
350 vectors
(5.4.2) Example . Consider the vector ~v = 48~i − 55~j.
a. Find a vector ~u which is in the same direction as ~v but

with a magnitude of 1.
b. Find a vector w
~ which is in the same direction as ~v but
with a magnitude of 50.
Solution:
a. We can use Lemma 5.4.1. We first need the magnitude

of ~v. q
k~vk = (48)2 + (−55)2 = 73.
By Lemma 5.4.1 we have
1 1 48 55
~u = = (48~i − 55~j) = ~i − ~j.
k~vk 73 73 73
Answer: ~u = 1
= 1 ~ ~ 48~ 55~
k~
vk 73 (48i − 55j) = 73 i − 73 j
b. We already know a vector of length 1 which is in the

same direction as ~v; that was the vector ~u found in the
previous part. In order to find a vector of length 50 in
that vector we need only multiply ~u by 50.
48
~i − 55~j = 2400~i − 2750~j

~ = 50~u = 50
w
73 73 73 73
2400~ 2750~
Answer: w
~ = 73 i − 73 j
In Section 5.3 we talked about things traveling along a vector. We

said that if a boat was traveling along the vector ~v = ~i + 3~j then
the boat is traveling in the direction of ~v but for some undetermined
distance. Suppose this boat actually travels a distance of 50 km and
assume that ~i and ~j are both a length of 1 km. Using the strategies
in Example 5.4.2 we can find the boat’s actual displacement vector,
~d. We want a vector in the direction of ~v but with a magnitude of
k~dk = 50.
~
~d = kdk ~v
k~vk
50
= √ (~i + 3~j)
10
√ √
= 5 10~i + 15 10~j
We also want to be able to find the angle that a vector makes with
the horizontal. Let ~v = v1~i + v2~j be a vector with v1 6= 0 and let θ be
the angle that it makes with the horizontal. Then, from Lemma 5.2.12,
we know
v1 = k~vk cos(θ) and v2 = k~vk sin(θ).
By dividing these two equations we get
v2 k~vk sin(θ) sin(θ)

= = = tan(θ).
v1 k~vk cos(θ) cos(θ)
We would like to use the inverse tangent function to find θ but we

don’t quite know where θ lives. Of course, if tan−1 ( vv11 ) is on the right
side of the unit circle. If the vector is pointing to the right - that is,
if v1 > 0 - then θ = tan−1 ( vv21 ). On the other hand, if v1 < 0 then
θ = π + tan−1 ( vv21 ). These things are summarized in Lemma 5.4.3 and
can be verified with Lemma 4.4.14.
(5.4.3) Lemma . Let ~v = v1~i + v2~j with v1 6= 0 and let θ be the

angle that ~v makes with the horizontal. Then tan(θ) = v~2 v1
and
• if v1 > 0 then θ = tan−1 ( vv12 ).
• if v1 < 0 then θ = π + tan−1 ( vv21 ).
In each case θ is defined up to 2πn for some integer, n.
We’ve left out the case where v1 = 0. This case is easy, though. If
~v = v2~j then ~v points either straight up or straight down. If v2 > 0
then θ = π π
2 and if v2 < 0 then θ = − 2 . Using Lemma 5.4.3 we can
rotate vectors as in Example 5.4.4.
(5.4.4) Example . Consider the vector ~p = 4~i + ~j. Let ~q be

the vector which results from rotating ~p counterclockwise by
an angle of 2π
3 . Find a unit vector decomposition for ~
q.
Solution:
We know that ~q has the same magnitude as ~p so
p √
k~qk = k~pk = 42 + 12 = 26.
If we can find the angle, φ, that ~q makes with the horizontal

then we will be able to find ~q using Lemma 5.2.12. We know
that ~q is a rotation of ~p counterclockwise by 2π
3 so if we can
352 vectors
find the angle, θ, that ~p makes with the horizontal then φ =

θ + 2π
3 .
We can find θ using Lemma 5.4.3 with v1 = 4 and v2 = 1.
Since v1 > 0 we have that
1
θ = tan−1 = 0.24.
4
2π
Then φ = 0.24 + 3 = 2.34 and, from Lemma 5.2.12,
~q = (k~qk cos(φ))~i + (k~qk sin(φ))~j

√ √
= ( 26 cos(2.34))~i + ( 26 sin(2.34))~j
= −3.54~i + 3.67~j.
Answer: ~q = −3.54~i + 3.67~j

For the purpose of demonstration, the vectors ~p and ~q are
shown below with their starting points at the origin.
y
(−2.87, 2.96)
~q
2π
3 ~p
(4, 1)
0.24 x
We have been talking about the angle that a vector makes with
the horizontal as if it is unique when, of course, it is not unique. If
you start with a vector, ~v, and you rotated it counterclockwise by 2π
then the vector obtained after the rotation is just the same as ~v. In
Lemma 5.2.12 and Lemma 5.4.3 we are not concerned with which of
the many angles the vector in question makes with the horizontal. In
Lemma 5.2.12 it is irrelevant as they all share the same cosine and the
result in Lemma 5.4.3 simply picks one of the many choices.
The last thing to mention before the applications is scientific nota-
tion. Depending on your background in other areas you may or may
not have seen scientific notation before. Suppose that N is the number
of atoms in a person who weighs 70 kg. Well, N is very, very large. In
fact, it is approximately
N ≈ 7,000,000,000,000,000,000,000,000,000.
That is an absurdly large number and it is inconvenient to write out
all 27 zeros every time we want to use N. Scientific notation is a con-
venient way to write extremely large numbers. In scientific notation

we would write
N ≈ 7 × 1027 .
There is no trick to this. When we write 7 × 1027 we literally mean the
number 7 times 1027 . This allows us to write extremely large numbers
in a compact format. We can write very small numbers similarly. For
example, the wavelength of light in X-rays is approximately where
≈ 0.0000000001.
Instead, we can write this as
≈ 1 × 10−10 .
When you calculator is asked to compute very large numbers it will

likely give you answers in scientific notation by default. Some calcula-
tors have a button dedicated to scientific notation but any calculator
that can handle exponents will be able to input scientific notation in
some form.
Rounding becomes a little more complicated in scientific notation.
You will be asked to round to two decimal places in scientific notation.
Suppose we perform a calculation and find that the mass of a very
large object is
485,748,920,109,289,384,830,294,887.928475932 kg.
This, in some sense, is a ludicrous number. Just because a calculator

outputs that many decimal places does not mean that our calculation
can provide nearly that much accuracy. However, rounding to two
decimal places also seems just as ludicrous. The quantity
485,748,920,109,289,384,830,294,887.93 kg
does not seem any better. However, when we round to two decimal
places in scientific notation this quantity becomes
4.86 × 1026 kg,
which is a more reasonable approximation.
Applications
We have already seen the application of vectors to force diagrams.

This is an important application that you will see again if you take
an introductory physics class. Forces are always vectors and there
are, of course, other uses of force outside of force diagrams. Here we
introduce Newton’s law of Gravitation which describes how objects
impart gravitational forces on each other.
354 vectors
m2
~F2
~F1
r
m1
Figure 5.4.6: The force of gravity pulling two objects toward each other.
(5.4.5) Theorem (Newton’s Law of Universal Gravitation). Con-

sider two objects in space with masses of m1 and m2 . Let r
be the distance between these two objects and let F be the
magnitude of the force of gravity between them. Then
m1 m2
F=G
r2
where G is a constant called the gravitational constant. If
the masses are in kg and the distance is in km then
G = 6.6738 × 10−17 N km2 /kg2
and the units on F are Newtons.
The way that gravity works is that every mass imparts a force on
every other mass. That is, every two masses are being pulled toward
each other by gravity. This force pulls the centers of the objects to-
gether. The mass of Earth pulls you toward the center of Earth, but
your mass also pulls Earth toward your center.
Consider the two objects of mass m1 and m2 shown in Figure 5.4.6.
Gravity pulls them toward each other so that there is a force pulling
on each object which points toward the center of the other object.
These forces are shown as ~F1 and ~F2 . Both forces have the same mag-
nitude (even if the masses are different) and they point in opposite
direction (that is, they are negatives of each other). Theorem 5.4.5 tells
us that
m1 m2
k~F1 k = k~F2 k = G 2 .
r
The number G is just a constant whose value depends on the units of
m1 , m2 , and r. In this section we will only use kg for mass and km
and Theorem 5.4.5 tells us the value of G in that case.
In many cases it is simply enough to know the magnitude of the
gravitational force. However, if we know the position of the two ob-
jects then we can do better. Let ~d1 be the displacement vector from
m1 to m2 . We know that ~F1 is in the same direction as ~d but with a

magnitude of k~F1 k. Using Lemma 5.4.1 we then have
~
~F1 = kF1 k ~d1 .
k~d1 k
Multiplying ~d1 by kd 1
~ 1 k gives it a length of 1 and then multiplying by
k~F1 k gives it a length of k~F1 k. Then, of course, ~F2 = −~F1 as we see in
Figure 5.4.6.
(5.4.7) Example . The diagram below shows the position of

Earth, the moon, and a satellite at a particular moment.
Satellite
~rE
Earth Moon
~d
We know the following things about these objects:
• The mass of the satellite is mS = 100,000 kg.
• The mass of Earth is mE = 5.98 × 1024 kg.
• The mass of the moon is mL = 7.34 × 1022 kg.
• In the diagram, ~rE = −280000~i − 90000~j (with units in

km).
• In the diagram, ~d = 384000~i (with units in km).
Let ~FE be the gravitational force exerted on the satellite by

Earth and let ~FL be the gravitational force exerted on the satel-
lite by the moon.
a. Find ~FE .
b. Find ~FL .
c. Which object exerts a larger gravitational force on the

satellite?
Solution:
356 vectors
a. We can use Theorem 5.4.5 to find k~FE k. Of course, the

distance between Earth and the satellite is k~rE k and
q
k~rE k = (−280000)2 + (−90000)2 = 294108.82.
Then we have
m S mE
k~FE k = G
k~rE k2
(100000)(5.98 × 1024 )
= (6.6738 × 10−17 )
294108.822
= 461.38.
Hence k~FE k = 461.38 N.

From the diagram we know that the force should point
in the direction of ~rE since it should point from the satel-
lite toward Earth. Then
~
~FE = kFE k~rE
k~rE k
461.38
= (−280000~i − 90000~j)
294108.82
= −439.25~i − 141.17~j.
Answer: ~FE = −439.25~i − 141.17~j
b. We will also use Theorem 5.4.5 to find k~FL k but first we

need to find the distance between the satellite and the
moon. The vector ~rL is added below:
Satellite
~rE ~rL
Earth Moon
~d
From the diagram we see that ~rL = ~rE + ~d so
~rL = ~rE + ~d
= (−280000~i − 90000~j) + (384000~i)
= 104000~i − 90000~j.
Of course, the distance between the satellite and the

moon is k~rL k and
q
k~rL k = 1040002 + (−90000)2 = 137535.45.
By Theorem 5.4.5,
mS mL
k~FL k = G
k~rL k
(100000)(7.34 × 1022 )
= (6.6738 × 10−17 )
137535.452
= 25.90.
Hence k~FL k = 25.90 N.

From the diagram we see that the force should be in the
direction of ~rL so
~
~FL = kFL k~rL
k~rL k
25.90
= (104000~i − 90000~j)
137535.45
= 19.58~i − 16.95~j.
Answer: ~FL = 19.58~i − 16.95~j
c. Over the course of the previous parts we found that

k~FE k = 461.38 N and k~FL k = 25.90 N. Of course, since
k~FE k > k~FL k, Earth exerts a stronger gravitational force
on the satellite than the moon. The moon is significantly
closer but Earth’s gravity overwhelms the moon’s grav-
ity because Earth is more massive.
The influence of distance and mass on the force of grav-
ity is interesting. Since its magnitude is inversely pro-
portional to the square of the distance between the two
objects, the gravitational force tapers very quickly as the
distance increases. The size of gravitational forces can
be surprising at times.
Answer: Earth
Our next application is that of computer graphics. When a com-

puter screen displays images on the screen it does so by displaying
single points of color (called pixels). A programmer treats the screen
like an xy-plane with the origin in the bottom left corner. It is con- Actually, in
venient to represent the position of these pixels by a vector which programming the
origin is often in the
describes their displacement from the origin.
top left corner but
This use of vectors is useful when programming first-person video this choice is
games. When the character moves or turns, the perspective of the arbitrary.
things on screen change. When the character just moves by a little
bit most of the things on the screen remain the same, they just shift
by a little bit. In order to optimize computing power it is important
358 vectors
that the video processor doesn’t need to render the scene completely
every time the character moves, but instead uses previous frames and
small shifts to make new frames.
The types of shifts which correspond to these small movements
are called linear transformations. In general these transformations are
complicated but we already understand two of them. We know how
to rotate a pixel (using Lemma 5.4.3) and we know how to translate
a pixel (by adding a vector). This is explored in Example 5.4.8.
(5.4.8) Example . On a computer screen with a resolution

of 1280 × 800 the pixels can be at points which correspond to
vectors ~p = p1~i + p2~j where p1 is an integer with 0 6 p1 6
1280 and p2 is an integer with 0 6 p2 6 800. Consider a pixel
which is at ~p = 500~i + 150~j.
a. After a certain movement, the pixel at ~p gets rotated by

an angle of 0.4 around the origin. Find the position of
the pixel after the rotation and round two the nearest
whole numbers.
b. After another movement, this same pixel is then trans-

lated up 200 pixels and to the right by 600 pixels (that is,
after the rotation described in the previous part). Find
the position of the pixel after the rotation.
Solution:
a. Let ~q be the vector which describes the pixel’s position

after the rotation. The pixel is originally at a vector of
~p = 500~i + 150~j. Since this describes the position from
the origin and we want to rotate the pixel’s position by
0.4 around the origin then we simply need to rotate ~p
by 0.4. This is shown below:
800
~q
~p
0.4
1280
We can do this as we did in Example 5.4.4. Then, by

using Lemma 5.4.3, we know that ~p makes an angle of
θ with the horizontal where
150
θ = tan−1 = 0.29.
500
It follows that if ~q makes an angle of φ with the hori-
zontal then φ = 0.29 + 0.4 = 0.69. Since ~q has the same
magnitude as ~p we have
p
k~qk = k~pk = 5002 + 1502 = 522.02.
We can then calculate
~q = (k~qk cos(φ))~i + (k~qk sin(φ))~j

= 402.12~i + 332.87~j.
Answer: ~q = 402~i + 333~j
b. Let ~r be the vector which describes the pixel’s final po-

sition after this translation. The translation up by 200
pixels corresponds to the vector 200~j and the transla-
tion to the right by 600 pixels corresponds to the vector
600~i. To translate this pixel in this manner we simply
add 600~i + 200~j to ~q. This is shown below:
800
600~i
~r
200~j
~q
~p
0.4
1280
It follows that
~r = ~q + 600~i + 200~j
= 402~i + 333~j + 600~i + 200~j
= 802~i + 533~j
Answer: ~r = 802~i + 533~j

360 vectors
In Section 5.1 we discussed how force diagrams represent objects

by a single point. This is not just a matter of making the diagram
easier to draw; there is a reason for this assumption. If an object has
volume then forces will cause it to rotate which can result in addi-
tional complications. If a physicists wants to neglect all rotation then
he or she will assume that an object is a single particle with the ap-
propriate mass. This seems like an unrealistic oversimplification but
it is still extremely useful at times. In elementary physics there are
three primary quantities involved in describing the motion of a par-
ticle. These are position, velocity, and acceleration; each of which are
vector quantities.
Position is straightforward as vectors are naturally used to describe
displacement. We can describe a particle’s position as its displace-
ment from a fixed point
(5.4.9) Example . A ball is launched in the air. Then t sec-

onds after the ball is thrown its displacement from a fixed
point on the ground is
(4t)~i + (−5t2 + 20t + 3)~j
where ~i has a length of 1 m in a direction parallel to the

ground and ~j has a length of 1 m pointing directly upward.
a. Find the ball’s height off of the ground at the moment

it is thrown.
b. How long does it take for the ball to reach its highest
point?
c. When the ball hits the ground, how far away is it from
the point from the fixed point?
Solution:
Before we handle the questions, let’s sketch a picture of this
ball’s path:
t=2
~j
~i
t=1 t=3
t=0 t=4
fixed point
At each value of t we simply draw the vector described start-

ing at the given fixed point. For example, when t = 0 we
should have
(4(0))~i + (−5(0)2 + 20(0) + 3)~j = 3~j
which is drawn above.

a. We know that t is the number of seconds after the ball is
thrown so the moment the ball is thrown corresponds to
t = 0. We just calculated that the ball’s position vector
is 3~j when t = 0. Since the position vector measure’s
the ball’s position from the fixed point which is on the
ground, the ~j-component of the position vector should
be the ball’s height. Hence when t = 0 the ball’s height
is 3 m.
b. The ~j-component of the position vector is the height of

the ball so that finding the value of t which maximizes
the ~j-component will be the value we want. As a func-
tion of time, the ~j-component is f(t) where
f(t) = −5t2 + 20t + 3.
The vertex of f happens when t = −b −20

2a = 2(−5) = 2
which means that the ~j-component of the position vector
is maximized 2 seconds after the ball is thrown.
Answer: 2 seconds
c. The ball hits the ground when its height is zero. The
height is the ~j-component of the position vector, so we
first need to know when
−5t2 + 20t + 3 = 0.
Using the quadratic formula we see that this happens

when t = −0.14 and when t = 4.14. Of course it doesn’t
362 vectors
make sense to talk about values of t which are less than

zero as this is before the ball is thrown. Hence the ball
hits the ground when t = 4.14. When t = 4.14 the posi-
tion vector is
(4(4.14))~i + (−5(4.14)2 + 20(4.14) + 3)~j = 16.58~i.
The position vector is the the ball’s displacement from

the fixed point, so at this point the ball is 16.58 m from
the fixed point.
Answer: 16.58 m
Example 5.4.9 gives us a glimpse into what mathematician call vec-

tor valued functions. We are accustomed to functions which input
and output real numbers. That is, if f is a function then we expect
f(t) to be a number. However, functions can input and output pretty
much anything. A vector valued function outputs vectors. In Exam-
ple 5.4.9 we could have defined a function ~s such that
~s(t) = (4t)~i + (−5t2 + 20t + 3)~j.
We use vector notation on this function to indicate that its outputs

are vectors. These functions are useful but we won’t discuss them
any further here.
The other two quantities which describe a particle’s movement are
velocity and acceleration. We have already been discussing accelera-
tion in secret. Newton’s second law of motion tells us that if a particle
has mass m, has an acceleration vector of a~ , and is being influenced
~
by a resultant force F, then
~F = m~
a.
Because of this relationship, studying acceleration is the same as

studying force which is something we’ve already done at length.
A particle’s velocity describes how it is moving (while the accelera-
tion vector describes how its movement is changing). The magnitude
of the velocity vector is the particle’s speed and the direction is the
direction of the particle’s motion. A particle can be moving in any
sort of crazy path so it might seem like an oversimplification to as-
sume that a particle is moving in a particular “direction.” However,
thanks to calculus, if our particle is moving in a sufficiently smooth
path then at any given moment it looks like it’s moving in roughly a
straight line. In a calculus class you will learn that a particle’s veloc-
ity is the “derivative” (whatever that means) of the particle’s position,
but we will not study velocity here.
Homework Assignment
5.4.1. Consider the vector ~u = 8~i − 15~j. Suppose that the earth is at point E, the
a.) Find a vector ~v which is in the same sun is at point S, and jupiter is at point J.
−
→
direction as ~u and has a magnitude of Also suppose that SE = 149600000~i and
−
→ →
−
1. Leave your answer in exact form. that EJ = −538850000 i + 674200777~j (all
b.) Find a vector w~ which is in the same of these units are in kilometers). Compute
direction as ~u and has a magnitude of the values below and round your answer
100. Leave your answer in exact form. to two decimal places (two decimal places
in scientific notation):
c.) Find a vector ~x which results from
rotating the vector ~u counterclockwise a.) Find the magnitude of the
by an angle of π gravitational force between the sun
3 . Round to two
decimal places. and the earth.
b.) Find the magnitude of the
5.4.2. Two tugboats are pulling a larger boat
gravitational force between the sun
according to the diagram below where the
and jupiter.
filled circles are the tugboats and the
rectangle is the larger boat. c.) Find the magnitude of the
gravitational force between the earth
A and jupiter.
5.4.4. a.) The mass of the earth is

30°
5.972 × 1024 kg. A person is standing
45°
on the surface of the earth and her
position vector with respect to the
center of the earth is given by
5400~i + 1500~j + 3000~k. Find a function
B f which describes the magnitude of
the gravitational force imparted on
The force with which tugboat A is pulling her by the earth; that is if her mass is
has a magnitude of 1,200,000 N. What is m (in kilograms) then f(m) should be
the magnitude of the force with which the magnitude of the gravitational
tugboat B must pull in order to keep the force between her and the earth.
larger boat moving parallel to the dashed Round to two decimal places when
line? Round your answer to two decimal necessary.
places. Hint: The large boat travels along the
b.) Newton’s second law of motion says
resultant force vector.
that the relationship between a force ~F
5.4.3. The following information may be helpful: and the acceleration a~ that it imparts
• The mass of the sun is on an object is given by k~Fk = mk~ak
1.9891 × 1030 kg. where m is the mass of the object in
kilograms and the forces are in
• The mass of the earth is Newtons. Find the magnitude of the
5.972 × 1024 kg. acceleration due to gravity imparted
• The mass of jupiter is on the person in part (a) with mass m.
1.8981 × 1027 kg.
364 vectors
c.) Suppose the person in part (a) has a position when t = 4 to its position
mass of 70 kg. First find the when t = 8.
magnitude of the gravitational force
between her and the earth. Next find 5.4.6. A triangle is displayed on a computer
the force vector imparted on the screen. The pixels at its corners are
center of the earth by gravity. Round described by vectors ~p, ~q, and ~r where
to two decimal places when necessary.
~p = 50~i + 100~j
Hint: The force vector has the same
direction as the person’s position vector. ~q = 50~i + 50~j
~r = 200~i + 50~j.
5.4.5. A small military ship is parked in a river
which flows directly north and south. A Recall that these position vectors describe
coordinate system is implemented such each pixel’s displacement from the bottom
that ~i points directly east and has a length left corner of the screen (in pixels).
of 1 mi while the vector ~j points directly
a.) It is easy to see that this triangle is a
north and has a length of 1 mi. The ship’s
right triangle. Find the length of its
radar detects a helicopter as it flies near the
hypotenuse (in pixels). Round to the
ship. The ship then tracks the helicopter’s
nearest pixel (no decimal places).
movements and finds that t hours after it
passes the ship its displacement vector b.) This triangle is shifted up by 100
from the ship is given by pixels. Find vectors ~p1 , ~q1 , and ~r1
which describe the corners of the
(10t2 − 70t)~i + (t2 − 4)~j.
triangle after it is shifted.
a.) How far from the ship is the
c.) After the shift in the previous part,
helicopter after five hours? Round to
the entire triangle is rotated about the
two decimal places.
origin by an angle of π 6 . Find vectors
b.) How long is it after the ship starts ~p2 , ~q2 , and ~r2 which describe the
tracking the helicopter that the corners of the triangle after this
helicopter passes the river for the rotation. Round to the nearest pixel.
second time? Hint: Do this by rotating each of the
c.) Find a vector ~d which describes the individual vectors.
helicopter’s displacement from its
Challenge Problems
(5.4.c1) Challenge Problem . During this section we learned how

to rotate a vector about the origin. We wish to extrapolate on that
idea here.
a. Let ~p = x~i + y~j be some vector (think of a point on a computer

screen if you’d like). Come up with a general formula for the
vector ~q which is obtained after rotating ~p by an angle of θ
(clockwise). That is, if ~q = a~i + b~j then find a formula for both a
and b written in terms of x, y, and θ. Try to find a formula which
doesn’t involve any inverse trig functions (although, depending
on how you do it, you may need to use inverse trig functions
along the way).
b. Let p = (4, 2) be a point in the plane (it may be helpful to think

of it as the vector ~p = 4~i + 2~j).
(i) Find the point q1 obtained after rotating p by an angle of
π
3 about the origin.
(ii) Find the point q2 obtained after rotating p by an angle of
π
3 about the point (1, 3).
Hint: You already know how to find q1 after translating these points
into the language of vectors. On the other hand, you may not know
how to find q2 immediately since it is a rotation about a point that is
not the origin. However, there is a clever way to use vectors and the
skills that you already know to find q2 .
366 vectors
5.5 abstract vectors

In theoretical mathematics there is a notion of a vector space and

mathematicians consider vectors to be things which fall in such a
space. In this section we get closer to understanding such spaces and
some of their applications, though we won’t use that terminology.
Motivation
To this point we have only defined two dimensional and three di-
mensional vectors, and for seemingly good reasons. Vectors include
a “direction,” which needs to point somewhere. The space in which
we live is three dimensional so it seems like the idea of direction
shouldn’t need more than three dimensions. The idea of direction
doesn’t always transfer, but higher dimensional vectors have their
uses.
For example, the space in which we live isn’t actually three dimen-
Pysicists today seem sional; it is four dimensional. There are three dimensions of space and
to think that the one dimension of time. Using three dimensions you can describe any
universe actually
place in the universe. Adding a fourth dimension, however, allows us
has more than four
dimensions. to describe any time and place in the universe.
We defined vectors by defining their magnitude and their direc-
tion. We then developed the notion of a unit vector decomposition by
defining special vectors called ~i, ~j, and ~k. We can’t really define the
direction of a four dimensional vector, but we can add a vector ~` and
define four dimensional vectors to be things which look like
x~i + y~j + z~k + w~`.
We think of ~` as a vector of length 1 in the positive time direction

and we can add, multiply, and dot vectors in the same way as we did
before.
Theory
This is a very convenient notation for four dimensional vectors. Here

we show the operations on them:
(x1~i + y1~j + z1~k + w1~`) + (x2~i + y2~j + z2~k + w2~`)

= (x1 + x2 )~i + (y1 + y2 )~j + (z1 + z2 )~k + (w1 + w2 )~`
c(x1~i + y1~j + z1~k + w1~`) = (cx1 )~i + (cy1 )~j + (cz1 )~k + (cw1 )~`
(x1~i + y1~j + z1~k + w1~`) · (x2~i + y2~j + z2~k + w2~`)
= x1 x2 + y1 y2 + z1 z2 + w1 w2
5.5 abstract vectors 367
Observe that everything happens on the components. To add two vec-

tors we add their ~i-components to find the ~i-component of the sum.
To multiply a vector by a constant we multiply each of its compo-
nents by that constant. Dotting two vectors together is a matter of
multiplying each pair of components together and then adding up
those products.
We can easily define five dimensional vectors by defining a vector
~ and letting them be vectors of the form
m
x~i + y~j + z~k + w~` + vm.

~
You can see how this gets unruly very quickly. If you ever wanted a
78 dimensional vector you would run out of letters.
Notice that we don’t really need the vectors ~i, ~j, and etc. for any-
thing; they are just placeholders. There is an alternate notation which
can be more convenient at times. We can write vectors as follows:
x~i + y~j = (x, y)

x~i + y~j + z~k = (x, y, z)
x~i + y~j + z~k + w~` = (x, y, z, w)
The danger in this is that it makes vectors look like points which is
misleading. This notation can be easier when there is no confusion.
With the new notation we perform all operations on the components.
For example,
(x1 , y1 , z1 , w1 ) + (x2 , y2 , z2 , w2 ) = (x1 + x2 , y1 + y2 , z1 + z2 , w1 + w2 )
One of the advantages of writing vectors in this manner is that

they can be generalized easily. You can imagine how to write a 78
dimensional vector if you ever needed to write such an awful thing.
This notation is summarized in Definition 5.5.1. Unfortunately it is
not really possible two write down a vector whose length is unknown
so we write ~v = (v1 , v2 , . . . , vn ) to mean a vector with n dimensions.
What this means is that there are n terms in the list. For example,
~v = (v1 , v2 ) when n = 2,
~v = (v1 , v2 , v3 ) when n = 3,
~v = (v1 , v2 , v3 , v4 ) when n = 4,
and so on.
368 vectors
(5.5.1) Definition . Let n be any positive integer. An n-

dimensional vector ~v is written as
~v = (v1 , v2 , . . . , vn ).
For each integer i with 1 6 i 6 n, vi is a real number called

the i-th component of ~v. These vectors are added by adding
their components. A vector is multiplied by a constant by
multiplying each of its components by that constant. The dot
product of two n-dimensional vectors is computed according
to
(v1 , v2 , . . . , vn ) · (w1 , w2 , . . . , wn )
= v1 w1 + v2 w2 + . . . + vn wn .
The magnitude of an n-dimensional vector, ~v is computed

according to √
k~vk = ~v · ~v.
It is straightforward to work with vectors in this form using the

rules outlined in Definition 5.5.1. You will likely find that computa-
tions are easier in this form once you get used to them.
(5.5.2) Example . Let ~v = (3, 2, −5, 1) and w

~ = (7, 0, 1, −3).
a. Find ~v + w
~.
b. Find −3~v.
c. Find ~v · w
~.
d. Find k~vk.
Solution:
a. We have
~v + w
~ = (3, 2, −5, 1) + (7, 0, 1, −3)
= (3 + 7, 2 + 0, −5 + 1, 1 − 3)
= (10, 2, −4, −2).
Answer: ~v + w
~ = (10, 2, −4, −2)
b. We have
−3~v = −3(3, 2, −5, 1) = (−9, −6, 15, −3).

Answer: −3~v = (−9, −6, 15, −3)
c. We have
~v · w
~ = (3, 2, −5, 1) · (7, 0, 1, −3)
= (3)(7) + (2)(0) + (−5)(1) + (1)(−3)
= 13.
Answer: ~v · w
~ = 13
d. We have
√ q √
k~vk = ~v · ~v = 32 + 22 + (−5)2 + 12 = 39.
√
Answer: k~vk = 39
Definition 5.5.1 defines the notion of magnitude of a vector but that

is hard to correlate to “length.” If you had the ability to draw and
measure a line in four dimensional space then magnitude would cor-
respond to length. All of the properties that we learned about vectors
hold true for n-dimensional vectors except for Theorem 5.3.7 which
tells us that
~u · ~v = k~ukk~vk cos(θ)
where θ is the angle between ~u and ~v. The only reason this doesn’t
hold is because we don’t have a notion of “angle between two vectors”
in larger dimensions. Since we can’t draw two vectors its hard to see
angles between them. Some mathematicians, though, define angles in
higher dimensions such that the angle, θ, between vectors ~v and ~u is

−1 ~u · ~v
θ = cos .
k~ukk~vk
We won’t deal with those sorts of things here, though.
Applications
One of the most accessible applications of vectors is to use them as

lists of data. Imagine a boy named Timmy who is running a lemonade
stand. Timmy sells four beverages: lemonade, iced tea, root beer, and
water. The chart below shows Timmy’s economics. That is, it shows
what it costs Timmy to buy one of each of these items (remember, this
is called cost) and it shows how much Timmy charges his customers
for each of them (remember, this is called revenue).
370 vectors
Lemonade Iced Tea Root Beer Water

Cost $0.06 $0.04 $0.45 $0.00
Revenue $0.50 $0.50 $1.00 $0.25
We can list these two pieces of data in a vector. That is, define
~ and ~R such that
vectors C
~ = (0.06, 0.04, 0.45, 0)
C
~R = (0.5, 0.5, 1, 0.25).
Recall from Section 2.1 that profit is the revenue minus the cost. If
I want to know the profit that Timmy makes from the sale of one
lemonade I simply subtract the cost from the revenue. Timmy makes
a profit of $0.50 − $0.06 = $0.44. We can do the same thing with
each of the other beverages, but that corresponds to subtracting the
components of the vectors ~R and C~ which, of course, corresponds to
the difference of the vectors.

Profit $0.44 $0.46 $0.55 $0.25
The table shows the profit from each beverage. We can also calcu-
late
~P = ~R − C
~ = (0.44, 0.46, 0.55, 0.25).
The vectors ~R and C~ expressed the revenue of the four beverages and
~
the vector P expresses the profit of each of the four beverages. We
were able to find the profit by the vector operation ~R − C ~ because
profit is calculated at each component and that’s what vector subtrac-
tion does.
At the end of the day Timmy is tallying his sales. The table below
shows the number of each beverage that he purchased at the begin-
ning of the day and the number of each beverage that he sold by the
end of the day.

Amount Purchased 30 30 30 30
Amount Sold 28 19 24 12
We can write these as vectors, as well. Let ~P be a vector contain-

ing the purchase information and ~S be a vector containing the sales
information so that
~P = (30, 30, 30, 30)
~S = (28, 19, 24, 12)
Observe that in each of the vectors here the 1st component holds infor-
mation about lemonade, the 2nd component holds information about
iced tea, and so on. Let ~L be a vector which stores the number of each
beverage that Timmy had leftover at the end of the day. The way that
we calculate the amount of lemonade that was leftover is to subtract
the number that he sold from the number that he purchased, which
is 30 − 28 = 2. Of course, we can do the same on each component, so
~L = ~P − ~S = (2, 11, 6, 18).
What if Timmy wants to know his total revenue for the day? His
revenue from selling lemonade is the number of glasses of lemonade
he sold times the price of each glass, or 28 · 0.50 = 14. That is, he
made $14 in revenue from selling lemonade. We can calculate the
revenue from each of the other products in the same way. If r is the
total revenue then we have
r = (28)(0.5) + (19)(0.5) + (24)(1) + (12)(0.25) = 50.5
so that his total revenue is $50.50. Look at this last calculation, though.
We took the vectors ~S and ~R, multiplied pairs of their components
together, and then added them up, which is precisely the dot product.
Hence r = ~S · ~R. Using a similar method, try to convince yourself that
~P · C~ is Timmy’s total costs.
Would it make a difference if the vectors were longer? Suppose that
Timmy’s Lemonade Stand was actually a store selling 100 different
flavors of ice cream. Suppose ~R and C ~ were still the revenue and cost
vectors and if ~P and ~S are the vectors containing purchase and sales
information for a day. These vectors are now 100-dimensional vectors,
but it is still the case that ~R − C
~ contains the profit of each item and
~S · ~R is still the total revenue.
The key to this process is that in each of the vectors involved the
i-th component of the vector always corresponds to the same flavor of
ice cream (or type of beverage, or whatever the case may be). This pro-
cess of using vector operations to perform these computations may
seem like overkill, but when computers are using large lists of things
it is convenient to store them as vectors. The remainder of this section
is dedicated to more examples of using vectors in this manner.
(5.5.3) Example . A small car dealership uses vectors to

store its sales information. In each of the vectors, the i-th
vector corresponds to information about a particular model
of car. This car dealership sells exactly five models of cars so
each of these vectors is 5-dimensional. You are given several
vectors of information about a particular month:
372 vectors
• The inventory vector, ~P, stores the number of each car

that the dealership purchased at the beginning of the
month.
~P = (30, 30, 20, 20, 10)
• The sales vector, ~S, stores the number of each car that
that the dealership sold during the month.
~S = (28, 29, 17, 19, 8)
• The revenue vector, ~R, stores the revenue that the deal-
ership makes from selling one of each model of car. All
of the units are in dollars.
~R = (21000, 27000, 39000, 41000, 90000)
~ stores the dealership’s costs from

• The cost vector, C,
buying one of each model of car. All of the units are
in dollars.
~ = (11000, 13000, 19000, 25000, 37000)

C
Use these vectors to perform the following computations:
a. Find a vector, ~L, which describes the number of each

type of car left at the end of the month.
b. Find a vector, ~P, which describes the profit from selling

each type of car.
c. Find the dealership’s total revenue, total cost, and total

profit at the end of the month.
Solution:
This example is intentionally designed to work a lot like
the example of Timmy’s lemonade stand.
a. The way that we compute the number of cars that are

left over at the end of the month for each particular type
of car is to subtract the number sold from the number
purchased at the beginning of the month. Since this is
done the same way at each component, we have
~L = ~P − ~S = (2, 1, 3, 1, 2).
Answer: ~L = (2, 1, 3, 1, 2).

b. To compute the profit from selling a particular car we

subtract that car’s cost from its revenue. Since this is
done the same way at each component, we have
~P = ~R − C
~ = (10000, 14000, 20000, 16000, 53000).
Answer: ~P = (10000, 14000, 20000, 16000, 53000)
c. The revenue is computed for each car by multiplying

the number sold by the revenue from selling one car. To
compute the total revenue we add all of those computa-
tions. As vectors, this is the dot product, ~S · ~R.
~S · ~R = 3,533,000
Hence the total revenue is $3,533,000.

Cost is computed by multiplying the number of cars
purchased by the cost of purchasing one car at each
component and then adding those. As vectors, total cost
is ~P · C.
~
~P · C
~ = 1,970,000
Hence the total cost is $1,970,000.

To calculate total profit we can simply subtract the total
cost from the total revenue.
3533000 − 1970000 = 1563000
Hence the total profit is $1,563,000.

Answer: The total revenue is $2,084,000, the total cost
is $1,970,000, and the total profit is $1,291,000.
(5.5.4) Example . A researcher is studying the populations

of six states in 1995 and 2005. The vector ~P stores the popula-
tion of these six states in 1995 and
~P = (3.28, 1.24, 6.07, 1.15, 0.99, 0.59)
~
where each component is in millions of people. The vector Q
stores the population of these six states in 2005 and
~ = (3.51, 1.32, 6.40, 1.31, 1.08, 0.62)

Q
where each component is in millions of people.

374 vectors
a. Find a vector, ~R, which describes the amount (in mil-

lions of people) by which the population of each state
increased between 1995 and 2005.
b. The researcher predicts that in 2015 these six states will

have populations which are 8 % higher than their pop-
ulation in 2005. Find a vector, ~S, which describes this
prediction.
c. A different researcher predicts that the population of

these six states in 2015 will be described by ~S = Q
~ + 2~R.
Describe what this prediction means conceptually.
Solution:
a. To find the population change of a single state we sub-

tract the 1995 population from the 2005 population. By
doing this at each component we have ~R = Q~ − ~P.
~R = Q
~ − ~P = (0.23, 0.08, 0.33, 0.16, 0.09, 0.03)
Answer: ~R = (0.23, 0.08, 0.33, 0.16, 0.09, 0.03)
b. To increase a number by 8 % we multiply it by 1.08. To

~ (which
increase each of the populations in the vector Q
holds the population information for 2005) by 8 % we
multiply Q~ by 1.08.
~S = 1.08Q
~ = (3.79, 1.43, 6.91, 1.41, 1.17, 0.67)
Answer: ~S = (3.79, 1.43, 6.91, 1.41, 1.17, 0.67)
c. The vector ~R stores the change from 1995 to 2005 and

~ stores the population in 2005. Adding 2~R
the vector Q
~ is adding twice the change between 1995 and 2005
to Q
to the population in 2005.
Answer: The researcher predicts that between 2005
and 2015 the population will increase by twice as much
as it increased between 1995 and 2005.
Example 5.5.3 and Example 5.5.4 give concrete vectors with given
values. However, we can perform the same calculations in theory even
if we don’t know the values of the vectors. Even if the vectors ~R and
~ were not given in Timmy’s Lemonade Stand we would still know
C
that the profit vector is ~P = ~R − C.
~
(5.5.5) Example . A class has 36 students. This class uses 36-

dimensional vectors to store information. The class had four
tests throughout the term and the students scores are stored
in vectors ~T1 , ~T2 , ~T3 , and ~T4 . That is, the vector ~T1 stores each
students score (out of 100) on the first test. Find a vector A ~
which stores each students’ average test score.
Solution:
Imagine a single student with four test scores. To find the
average of those four test scores we would add them up and
divide them by four. To do this on each component of the four
test vectors we can add the four vectors and then multiply
that sum by 41 . Hence
~ = 1 ~T1 + ~T2 + ~T3 + ~T4 .

A
4
~ = 1 (~T1 + ~T2 + ~T3 + ~T4 )
Answer: A 4
(5.5.6) Example . A truck driver has been tracking his fuel

purchases on his trips this year. He has made 73 stops for gas
during the year and he uses 73-dimensional vectors to store
data about these purchases. The vector G~ stores the number of
gallons of gas he bought at each stop and the vector ~P stores
the price per gallon of gas at each stop. Find an expression
which calculates the total amount of money that he spent on
fuel this year.
Solution:
To calculate the amount he spent at each stop we multiply
the number of gallons he bought by the price per gallon. To
figure out the total amount of money he spent over the course
of all of those stops we add up the amount he spent at each
~ and ~P.
stop. This is the dot product of G
~
Answer: G · P ~
(5.5.7) Example . A wholesale mattress supply store sells to

retailers. They offer 30 different mattress and they keep their
sales information in 30-dimensional vectors. The normal price
of each mattress is stored in the vector ~P.
376 vectors
a. A 5 % discount is given to local retailers. Find a vector

which stores the prices for local retailers.
b. A local retailer is looking to purchase several different

types of mattresses. The vector Q ~ stores how many of
each type of mattress they wish to purchase. Find an
expression which calculates the total amount that this
local retailer will be spending on these mattresses.
Solution:
a. To reduce a number by 5 % we multiply it by 0.95. To

reduce each of the components of ~P by 5 % we multiply
the whole vector by 0.95. Hence the price vector for local
retailers is 0.95~P.
Answer: 0.95~P
b. Each component of these vectors represent one type of

mattress. To figure out what the retailer spends on each
type of mattress we multiply the price of that mattress
by the number of that type of mattress that they buy. We
then add up all of those values for all of the mattress
types to find the total amount that the retailer needs to
pay. The vector 0.95~P stores the prices and the vector Q
~
stores the number of each type that they want to buy. It
follows that we calculate the total cost of the purchase
by
(0.95~P) · Q
~ = 0.95(~P · Q).
~
Answer: 0.95(~P · Q)
~
Homework Assignment
5.5.1. Let ~v and w

~ be 5-dimensional vectors ~ which holds the predicted
vector N
where gas mileage of each of these cars in
miles per gallon.
~v = (3, 0, −5, 2, 11)
~ = (4, 19, 9, −1, 0).
w 5.5.3. A baseball team uses vectors to store its
team’s stats over the last five seasons
a.) Find 3~
w − 2~v. where each component of the vectors
b.) Find k~vk. Leave your answer in exact correspond to one of these five seasons.
The vector G~ holds the number of games
form.
played in each season, the vector W ~ holds
c.) Find ~v · w
~.
the number of wins in each season, and the
5.5.2. A small rental car company has five types vector ~R holds the number of runs scored
of cars that they rent to customers. They in each season (by the entire team).
use 5-dimensional vectors to hold a.) Find a vector ~L which holds the
information about these cars. A vector M~ number of losses in each season.
holds the gas mileage of each of these cars b.) If there are 18 hitters on the roster
in miles per gallon and (assuming that the hitters are the only
~ = (23, 25, 29, 19, 26). players which can score runs), find a
M
vector which describes the average
~ holds the number of gallons
The vector G number of runs scored by a hitter in
of gas used by each type of car in the past each season.
month where 5.5.4. An airline uses vectors to store information
~ = (900, 1150, 2640, 580, 1500). about the fuel levels in its airplanes. These
G
vectors have 382 components; each of
a.) A visitor from Europe wants to know which corresponds to a particular aircraft.
the fuel mileage in kilometers per liter. The vector M ~ stores the maximum amount
To convert a mileage measurement in of fuel (in gallons) that each airplane can
miles per gallon to kilometers per liter, hold in its tank. The vector ~f stores the
simply multiply by 0.425. That is current amount of fuel (in gallons) that
each airplane has in its tank. The vector C~
(miles per gallon) · 0.425 holds the cost per gallon of the fuel that
= (kilometers per liter). each aircraft uses.
a.) Find a vector which describes the
~ which holds the gas
Find a vector D amount of fuel needed to refill the
mileage of each of the cars in tanks of the airplanes.
kilometers per liter.
b.) How much would it cost the airline to
b.) Find the total number of miles driven fill the tanks of all of the airplanes
by all of the company’s cars in the last (from their current fuel level)?
month.
c.) If the tank of every single airplane
c.) The company has put an additive in were empty, how much would it cost
their fuel which should increase the the airline to refuel all of the
fuel mileage of each car by 4 %. Find a airplanes?
378 vectors
5.5.5. A grocery store uses vectors to store data b.) Find a vector for the number of each
about the products that they carry. These product that is leftover at the end of
vectors have 1047 components; each of each week.
which corresponds to a unique product. c.) Find the amount of money that the
Some of the vectors that they use are as store spends on inventory that is
follows: wasted.
• ~I stores the number of each product
d.) What is the store’s costs for the week?
purchased in a particular week.
Assume that the only costs incurred
• ~S stores the number of each product are from purchasing their inventory.
sold in a particular week.
e.) What is the most amount of revenue
• ~P stores the price at which the store that the store could possibly make in
sells each item. a week? That is, what is their revenue
• W~ stores the price for which the store if they sell their entire inventory?
purchases each item from their f.) What is the maximum profit that the
supplier. store could possibly make in a week?
Because the food spoils, the store must g.) What is the actual revenue that the
dispose of all of its leftover inventory at the store makes in a week?
end of each week.
h.) What is the actual profit that the store
a.) Find a vector which describes the
makes in a week?
amount above wholesale that the store
charges for each item.
Challenge Problems
(5.5.c1) Challenge Problem . Consider the collection of all poly-

nomials whose degree is at most 2. Such things look like
f(x) = ax2 + bx + c
where a, b, and c can be any real number (including zero). Explain

how these polynomials act like three dimensional vectors (except for
the notion of magnitude) by answering the following questions.
a. How do two of these polynomials add? Relate that to addition

of vectors.
b. How do we multiply these polynomials by a constant? Relate

that to addition of vectors.
c. What is the polynoial equivalent to the zero vector? That is,

what is the polynomial which acts acts like zero should act?
Hint: What else could it possibly be?
d. What are the polynomial equivalents to ~i, ~j, and ~k? There are a
lot of correct answers to this question, but there is one “good”
choice.
Mathematicians have an abstract notion of a vector space which

is essentially any sort of collection of things which act like vectors.
Polynomials are one example of a vector space. In general, mathe-
maticians do not consider it a requirement that a vector space should
have a notion of magnitude. In fact, there are several different ways
to add an additional pieces of structure to a vector space in order to
yield new and useful things. The set of vectors that we know are a
vector space plus the notion of magnitude which mathematicians call
a normed vector space. The set of degree three polynomials is a
vector space plus the notion of multiplication which mathematicians
call an algebra.
APPENDIX
381
A
ANSWERS TO PRACTICE
EXERCISES
Practice Exercise 2.1.a:
2
(i) (f − g)(x) = x2 +4x+3
(ii) (f/h)(x) = x − 1
Practice Exercise 2.1.b:
(i) A(t) = 21t
(ii) 27 min
(iii) 21 ft in length by 27 ft in width
(i) (g ◦ f)(x) = 9x2 − 12x + 5

x2 +2
(ii) (h ◦ g)(x) = x2

S(p) = 1175p−2890
p−2

√
f−1 (y) = 3 y + 8

Yes
Practice Exercise 2.3.c:

F(k) = 0.0169492f − 4.32835
383
384 answers to practice exercises
(i) Q(5) = 77.88
(ii) Q(−50) = 36.79
(iii) Q(25) = 77.88
(iv) There are no values of t such that Q(t) = 10.

The period is 4, the amplitude is 3, and the midline is y = 1.

10 in2

(0.93, −0.36) and (−0.53, −0.84)

sin(θ) = 0.94

x = 3.18

590.88 ft

√ √
2 2
(i) sin(315°) = − 2 and cos(315°) = 2
√
3 1
(ii) sin(120°) = 2 and cos(120°) = − 2
√
(iii) sin(240°) = − 23 and cos(240°) = − 12

√ √
2 2
(i) sin(−135°) = − 2 and cos(−135°) = − 2
√
(ii) sin(930°) = − 21 and cos(930°) = − 2
3

(−5.93, 4.30)

f(θ) = 14 sin(θ) + 40

answers to practice exercises 385
(i) tan(45°) = 1
√
(ii) tan(120°) = − 3
(iii) tan(900°) = 0
√
3
(iv) tan(−570°) = − 3
(v) tan(342°) = −0.32

50
x= √ 3

θ = 30.96°

θ = 30.96°

x = 4 and θ = 0.64

3997.47 mi Note: This is surprisingly close (the average radius is around
3960 mi) and actually provides a practical way to approximate the radius of
the earth if you have the right tools and enough patience.

` = 17.81

θ = 0.65

4764.38 m

f(x) = 25 sin( 2π 1
3 (x − 4 )) −
7
2

H(t) = 100 sin( π 1
2 (t − 2 )) + 125

θ = 0.36 + 2πn and θ = 2.78 + 2πn for integers, n.

n n
t = −0.0106 + 60 and t = −0.006 = 60 for integers, n.
386 answers to practice exercises

q √ √
2− 2− 3
sin(37.5°) = 2

√
(i) k~u + ~vk = 2 7 with ~u + ~v shown below
√
(ii) k~u − ~vk = 2 3 with ~u − ~v shown below
~v
~u + ~v
π
3
~u
~u + ~v

If the resultant force is ~F then k~Fk = 50.99 N and ~F is shown below:
~FL
~FL
~FT
(i) −4~u = −8~i + 12~j
(ii) k~vk = 7.62
(iii) 3~u − 2~v = 12~i + 5~j
Practice Exercise
√ 5.2.b:
√
~u = −2 2i + 2 2~j and ~v = −7~i − 3~j
~

854.03 N
(i) ~u · ~v = 32
(ii) θ = 0.6
answers to practice exercises 387
(i) W1 = −300 N
(ii) W2 = 169.71 N
(iii) W3 = 311.77 N
BIBLIOGRAPHY
[1] Wheels, Life and Other Mathematical Amusements. W H Freeman &

Company, 1983. ISBN 9780716715894. (Cited on page iii.)
[2] Benjamin Franklin Finkel. Mathematical association of amer-

ica. The American Mathematical Monthly, 54:425, 1947. (Cited on
page v.)
[3] Connally, Hughes-Hallett, and et al. Gleason. Functions Modeling

Change: A Preparation for Calculus. Wiley, 4th edition, 2012. (Cited
on pages 1, 78, and 120.)
[4] Connally, Hughes-Hallett, and et al. Gleason. Functions Modeling

Change: A Preparation for Calculus for the University of Oregon. Wiley,
4th edition, 2012. (Cited on pages v, 1, 5, 6, 22, 37, 61, 77, 78, 99,
120, 140, 142, 143, 160, 176, 187, 188, 205, 226, 250, 271, 283, 284,
304, 326, 349, and 366.)
[5] Dr. Seuss (Theodor Geisel). The Lorax. Random House, New york,
1971. ISBN 0394823370.
[6] André Miede. Classicthesis Typographic Thesis. http://www.

latextemplates.com, 2012. (Cited on page v.)
[7] Till Tantau and Christian Feuersänger. pgf Package. http://www.

ctan.org/pkg/pgf, 2008. (Cited on page v.)
389
INDEX
acute angle, 81 inverse, 39

acute triangle, 84 inverse cosine, 177, 254
adjacent, 109 inverse sine, 177, 252
adjacent angles, 79 inverse tangent, 177, 254
algebra, 377 invertible, 39
amplitude, 69 isosceles triangle, 84
angle, 79
arc length, 195 Law of Cosines, 206
area of a circle, 188 Law of Sines, 210
area of a triangle, 88 leg, 79, 84
lower bound, 301
base, 88
basis, 323 magnitude, 283
midline, 69
circumference, 188
complementary angles, 81 normed vector space, 377
component, 305, 366
obtuse angle, 81
cosecant, 270
obtuse triangle, 84, 87
cosine, 100
opposite, 109
cotangent, 270
opposite side, 84
degree, 80
periodic function, 62
degree mode, 101
phase shift, 236
directin, 283
pixels, 355
dot product, 325
profit, 13
equilateral triangle, 84 proof, 276
protractor, 80
factorial, 201 Pythagorean Identity, 102
force diagram, 295 Pythagorean Theorem, 89
function composition, 23 Pythagorean triple, 91
function of two variables, 245
radian, 189
gravitation, 352 ray, 78
gravitational constant, 352 reference angle, 123
reference triangle, 93, 122
height, 88
reflex angle, 81
hypotenuse, 84
resultant force, 295
inscribed angle, 85 revenue, 13
inscription point, 85 right angle, 79
interior angle, 84 right triangle, 84, 87, 89
internal angles, 87
391
392 index
scalar, 288
scientific notation, 350
secant, 270
similar triangles, 92
sine, 100
supplementary angles, 81
tangent, 160
tangent line, 173
Taylor Expansion, 201
terminal leg, 85
traveling along a vector, 333
triangle, 84
triangle inequality, 301
trigonometric functions, 159
trigonometry, 77
unit circle, 85
unit vector, 305
unit vector decomposition, 305
upper bound, 301
vector, 283
vector valued functions, 360
vertex, 79, 84
work, 336
zero vector, 288

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LECTURE NOTES AND EXERCISES

April 11, 2014 – version 3.1

Master of Science, Mathematics, The University of Akron

316 Fenton Hall

The LATEX formatting used in this document is thanks to a template

Something needs to be said of my students. I have been using this

This course covers an introduction to trigonometry, an introduction

MATH 112 discusses trigonometric functions on the unit

different, some things are missing, and we do not always go in the

1.1 readiness check

1.1.10. Find the x-intercepts and y-intercepts of

1.1.11. Let f(x) = 21 ex − 3. y = f(x)

b.) Find a value x such that f(x) = 2.

2.1 combinations of functions

The first example of creating new functions from old functions is

The Seahawks organization has done some market research. During

R(p) = T (p) + C(p) = 65p + 42p = 107p.

This is one example of using arithmetic operations to combine

There is no good reason that functions need to be denoted with

(2.1.1) Definition . Let f and g be known functions and let

• Define the function f + g such that (f + g)(x) = f(x) +

• Define the function fg such that (fg)(x) = (f(x))(g(x))

• Define the function cf such that (cf)(x) = c(f(x)) for

• Define the function 1/f such that (1/f)(x) = 1/(f(x)) for

Definition 2.1.1 should be somewhat intuitive. The notation f + g

f(x) is being multiplied by c; we do not mean that the value f(x) is

(2.1.2) Example . Consider the functions f(x) = x2 + 2 and

c. Find and simplify (fg)(x).

d. Find and simplify (7g)(x).

a. According to Definition 2.1.1 we have

(f + g)(−2) = f(−2) + g(−2) = (6) + (−7) = −1.

b. Again, according to Definition 2.1.1 we have

c. Here we want to find the outputs of fg for arbitrary

Answer: (fg)(x) = 3x3 − x2 + 6x − 2

d. Again, we wish to find (7g)(x) for arbitrary values of

(7g)(x) = 7(g(x)) = 7(3x − 1) = 21x − 7.

Answer: (7g)(x) = 21x − 7

• Define the function f − g such that f − g = f + (−1)g.

(2.1.4) Example . Consider the functions f(x) = x2 + 2 and

b. Find and simplify (f − g)(x).

a. According to Definition 2.1.3 we have

b. Again using the definition, we have

(f − g)(x) = f(x) − g(x)

Each of Definition 2.1.1 and Definition 2.1.3 discuss the domain

a. Find and simplify (f + g)(x).

b. Find and simplify (fg)(x).

c. Find and simplify the function (f/g)(x).

(i) Find and simplify (f − g)(x).

(ii) Find and simplify (f/h)(x).

The last thing to be discussed in this section is how to combine

Figure 2.1.6: Two functions to be added together.

This process certainly can be repeated. In Figure 2.1.8 the process is

Figure 2.1.8: The graph of the function f + g.

A similar process can allow us to graph products, quotients, and

As one can imagine, there are several applications of combining func-

(2.1.9) Example . Vandelay Industries sells tablet PC’s. They

C(x) = 0.0143x2 + 183x + 156000.

Their demand function, D, describes the price that they need

a. The company’s revenue from selling x tablets in a month