Trigonometric Graphs

and Identities
Chapter Overview and Pacing

PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Graphing Trigonometric Functions (pp. 762–768) optional 2 optional 1
• Graph trigonometric functions.
• Find the amplitude and period of variation of the sine, cosine, and tangent functions.
Translations of Trigonometric Graphs (pp. 769–776) optional 2 optional 1
• Graph horizontal translations of trigonometric graphs and find phase shifts.
• Graph vertical translations of trigonometric graphs.
Trigonometric Identities (pp. 777–781) optional 2 optional 1
• Use identities to find trigonometric values.
• Use trigonometric identities to simplify expressions.
Verifying Trigonometric Identities (pp. 782–785) optional 2 optional 1
• Verify trigonometric identities by transforming one side of an equation into the form
of the other side.
• Verify trigonometric identities by transforming each side of the equation into the
same form.
Sum and Difference of Angles Formulas (pp. 786–790) optional 1 optional 0.5
• Find values of sine and cosine involving sum and difference formulas.
• Verify identities by using sum and difference formulas.
Double-Angle and Half-Angle Formulas (pp. 791–797) optional 1 optional 0.5
• Find values of sine and cosine involving double-angle formulas.
• Find values of sine and cosine involving half-angle formulas.
Solving Trigonometric Equations (pp. 798–804) optional 2 optional 1
Preview: Solving Trigonometric Equations (with 14-7 (with 14-7
• Solve trigonometric equations. Preview) Preview)
• Use trigonometric equations to solve real-world problems.
Study Guide and Practice Test (pp. 805–809) optional 1 optional 0.5
Standardized Test Practice (pp. 810–811)
Chapter Assessment optional 1 optional 1
TOTAL 0 14 0 7.5

Pacing suggestions for the entire year can be found on pages T20–T21.

760A Chapter 14 Trigonometric Graphs and Identities

 Timesaving Tools
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All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T12–T13.

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837–838 839–840 841 842 14-1 14-1 graphing calculator, posterboard

843–844 845–846 847 848 893 GCS 53, 14-2 14-2 27 graphing calculator, grid paper, string,
SC 27 masking tape, rope

849–850 851–852 853 854 GCS 54 14-3 14-3

855–856 857–858 859 860 893, 895 14-4 14-4 28

861–862 863–864 865 866 14-5 14-5

867–868 869–870 871 872 894 14-6 14-6

873–874 875–876 877 878 894 SC 28, 14-7 14-7 (Preview: graphing calculator)
SM 145–148

879–892,
896–898

*Key to Abbreviations: GCS  Graphing Calculator and Speadsheet Masters,

SC  School-to-Career Masters,
SM  Science and Mathematics Lab Manual

Chapter 14 Trigonometric Graphs and Identities 760B

 Mathematical Connections
and Background
Continuity of Instruction Graphing Trigonometric
Functions
This chapter continues the extensive investigation
of trigonometric functions from the previous chapter.
Prior Knowledge This lesson focuses on graphs of the trigonometric func-
tions. Each of the sine, cosine, and tangent functions
In the previous chapter students investigated repeats a pattern of values, or is periodic. For the sine and
the six trigonometric functions and worked cosine functions, the period is 2 radians or 360°, while
with angles measured in degrees or radians, for the tangent function the period is  radians or 180°.
as rays in standard position, and as points on For periodic functions the distance between a horizontal
center line and the maximum or minimum value is called
the unit circle. Also, they explored
the amplitude of the graph. For y  sin x and y  cos x,
periodicity and inverse trigo- the horizontal center line is the x-axis and the maximum
nometric functions. and minimum values are 1, so the amplitude is 1.
The lesson also describes these properties
algebraically. For the sine function y  a sin b and the
cosine function y  a cos b, the period is 2  | b | and
the amplitude is | a |. For y  a tan b, the tangent func-
This Chapter tion, the period is   | b |. The tangent function has no
Students use the trigonometric functions to finite maximum or minimum, so amplitude is not
explore amplitude and period, and they in- defined for the tangent function.
vestigate phase shifts and vertical shifts in the
graphs of trigonometric functions. They learn Translations of
how to verify and use trigonometric identi- Trigonometric Graphs
ties, including sum and difference formulas, In this lesson students explore the graphs of
double-angle formulas, and half-angle formu- y  sin  and y  cos . More specifically, they use the
las. Finally they solve trigonometric equations functions y  a sin b(  h)  k and y  a cos b(  h)  k
and see how changing each of the values a, b, h, and k
using the ideas of factoring, the zero product affects the graph. Also, they explore how to sketch a
property, trigonometric inverses, and graph for a given set of values of the four variables.
periodic behavior. One change in the graph of a periodic function
is to move the horizontal center line of the graph. When
k  0 the horizontal center line is the x-axis and the ver-
tical shift is zero. A positive value of k represents a verti-
cal shift upward while a negative value of k represents a
downward vertical shift. The amplitude is determined
Future Connections by the value of | a | , so the maximum values of the func-
tion are | a | units above k and the minimum values of
Students will continue to study amplitude,
the function are | a | units below k. A third change is the
period, and frequency for trigonometric and period of the function. The expression for the length of
other periodic functions. In later math courses one period has the variable b in the denominator, so as
they will use trigonometric formulas and the value of | b | increases the period of the function
identities, and frequently when they study decreases. The fourth variable, h, is associated with the
graphs they will analyze vertical and hori- phase shift of the function. If h is positive, the entire
graph is shifted to the right; if h is negative, the entire
zontal translations of graphs and how those
graph is shifted to the left. Students also use the equa-
changes are related to changes in the tion y  a tan b(  h)  k and explore phase shifts,
algebraic description of the graph. periods, and vertical shifts for the tangent function.

760C Chapter 14 Trigonometric Graphs and Identities

 Trigonometric Identities the two points can be found using the distance for-
This lesson and the next three deal with mula, or it can be found as the distance between the
trigonometric identities. Students learn the definition point (1, 0) and the coordinates of the point on the
of an identity, and they work with arguments that are unit circle associated with angle (  ). After equat-
half of a given angle, twice a given angle, or the sum or ing the two expressions for d, algebraic manipulation
difference of two given angles. In this lesson students gives an expression for the two-variable function
work with the definitions of the six trigonometric cos (  ) in terms of one-variable functions.
functions in terms of x, y, and r. By dividing each side Students use the formulas to find exact values for
of x2  y2  r 2 by r2, y2, or x2, the results are three particular trigonometric expressions. They also use
identities called the Pythagorean Identities. For other the formulas in problems such as verifying that the
identities, called the Reciprocal Identities, students equation sin (180°  )  sin  is an identity.
note that the definitions for sine and cosecant, for
cosine and secant, and for tangent and cotangent are Double-Angle and
reciprocals. Also, they see that the ratios sin  ÷ cos  Half-Angle Formulas
and cos  ÷ sin  can be simplified to tan  and cot ,
Students begin with the formulas for
respectively, resulting in two identities called the
sin (  ) and cos (  ) and replace both  and 
Quotient Identities. Students explore how to use
with . The results, called the Double-Angle Formulas,
identities to simplify trigonometric expressions, and
are equations in which each of sin 2 and cos 2 is
they use identities to evaluate a complicated trigono-
expressed in terms of sin  and cos . Then students
metric expression for a given argument.
use an algebraic technique and let  represent 2
 
(so  represents ), and derive formulas for sin 
Verifying Trigonometric 2 2

Identities and cos  in terms of sin  and cos . The two
2
In this lesson students continue exploring how formulas are called the Half-Angle Formulas. Students
to identify and use trigonometric identities. For each use the Half-Angle and Double-Angle Formulas,
equation, the goal is to transform each side, replacing along with other formulas, to find exact values for
expressions with equivalent expressions, until the particular trigonometric expressions. They also sub-
two sides are identical. There are several approaches stitute the formulas in equations to verify trigono-
for writing equivalent expressions. First, students can metric identities.
make substitutions using the Pythagorean Identities.
Second, they can use the Distributive Property to fac- Solving Trigonometric
tor an expression or to collect like terms. Third, they
can transform a term by multiplying the term by an
Equations
expression equivalent to 1. And fourth, they can In this last lesson of the two-chapter investiga-
rewrite all the trigonometric functions in terms of tion of trigonometric functions, students solve trigo-
sin  or cos  by using the Quotient and Reciprocal nometric equations and review some of the important
Identities. Students also relate trigonometric identi- general ideas of algebra. The first step in solving a
ties to graphs, using a graphing calculator to show trigonometric equation is to use factoring, the zero
that the expressions on each side of a trigonometric product property, and identities to rewrite a compli-
identity have the same graph. cated equation as a string of simpler trigonometric
equations. The second step is to use trigonometric
inverses to isolate the variable; that is, to solve an
Sum and Difference of equation such as cos   0.5 for . The third step is to
Angles Formulas use ideas of periodicity to include all the occurrences
Students derive and then use formulas for of that value. Students solve trigonometric equations
rewriting the two-variable functions sin (  ) and for arguments measured in degrees or in radians, and
cos (  ) in terms of the one-variable functions they use trigonometric equations and their solutions
sin , sin , cos , and cos . The derivation of the to solve statements of real-world problems.
difference formula for the cosine function begins with
the two ordered pairs on the unit circle that corre-
spond to two angles  and . The distance d between
Chapter 14 Trigonometric Graphs and Identities 760D
 and Assessment

Type Student Edition Teacher Resources Technology/Internet

Ongoing Prerequisite Skills, pp. 761, 768, 5-Minute Check Transparencies Alge2PASS: Tutorial Plus
INTERVENTION

776, 781, 785, 790, 797 Quizzes, CRM pp. 893–894 www.algebra2.com/self_check_quiz
Practice Quiz 1, p. 781 Mid-Chapter Test, CRM p. 895 www.algebra2.com/extra_examples
Practice Quiz 2, p. 797 Study Guide and Intervention, CRM pp. 837–838,
843–844, 849–850, 855–856, 861–862, 867–868,
873–874
Mixed pp. 768, 776, 781, 785, 790, Cumulative Review, CRM p. 896
Review 797, 804
Error Find the Error, p. 766 Find the Error, TWE p. 766
Analysis Common Misconceptions, p. 782 Tips for New Teachers, TWE p. 793
Standardized pp. 768, 776, 781, 783, 784, TWE p. 783 Standardized Test Practice
Test Practice 785, 790, 796, 804, 809, Standardized Test Practice, CRM pp. 897–898 CD-ROM
810–811 www.algebra2.com/
standardized_test
Open-Ended Writing in Math, pp. 768, 776, Modeling: TWE pp. 768, 790
Assessment 781, 785, 790, 796, 804 Speaking: TWE pp. 781, 784, 803
Open Ended, pp. 766, 774, 779, Writing: TWE pp. 776, 797
ASSESSMENT

784, 788, 794, 802 Open-Ended Assessment, CRM p. 891

Chapter Study Guide, pp. 805–808 Multiple-Choice Tests (Forms 1, 2A, 2B), TestCheck and Worksheet Builder
Assessment Practice Test, p. 809 CRM pp. 879–884 (see below)
Free-Response Tests (Forms 2C, 2D, 3), MindJogger Videoquizzes
CRM pp. 885–890 www.algebra2.com/
Vocabulary Test/Review, CRM p. 892 vocabulary_review
www.algebra2.com/chapter_test

Key to Abbreviations: TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Additional Intervention Resources TestCheck and Worksheet Builder

The Princeton Review’s Cracking the SAT & PSAT This networkable software has three modules for intervention
The Princeton Review’s Cracking the ACT and assessment flexibility:
• Worksheet Builder to make worksheet and tests
ALEKS • Student Module to take tests on screen (optional)
• Management System to keep student records (optional)
Special banks are included for SAT, ACT, TIMSS, NAEP, and
End-of-Course tests.

760E Chapter 14 Trigonometric Graphs and Identities

 Reading and Writing
in Mathematics
Intervention Technology Glencoe Algebra 2 provides numerous opportunities to
Alge2PASS: Tutorial Plus CD-ROM offers a incorporate reading and writing into the mathematics
complete, self-paced algebra curriculum. classroom.

Algebra 2 Alge2PASS Lesson Student Edition

Lesson
• Foldables Study Organizer, p. 761
14-2 27 Graphing Trigonometric Functions • Concept Check questions require students to verbalize
14-4 28 Trigonometric Identities and write about what they have learned in the lesson.
(pp. 766, 774, 779, 784, 788, 794, 802, 805)
ALEKS is an online mathematics learning system that • Writing in Math questions in every lesson, pp. 768, 776,
adapts assessment and tutoring to the student’s needs. 781, 785, 790, 796, 804
Subscribe at www.k12aleks.com. • Reading Study Tip, pp. 786, 788
• WebQuest, pp. 775, 804

Intervention at Home Teacher Wraparound Edition

• Foldables Study Organizer, pp. 761, 805
Log on for student study help. • Study Notebook suggestions, pp. 766, 774, 779, 783,
• For each lesson in the Student Edition, there are Extra 788, 794, 802
Examples and Self-Check Quizzes. • Modeling activities, pp. 768, 790
www.algebra2.com/extra_examples • Speaking activities, pp. 781, 784, 803
www.algebra2.com/self_check_quiz • Writing activities, pp. 776, 797
• For chapter review, there is vocabulary review, test • ELL Resources, pp. 760, 767, 775, 780, 785, 789,
practice, and standardized test practice. 796, 803, 805
www.algebra2.com/vocabulary_review
www.algebra2.com/chapter_test Additional Resources
www.algebra2.com/standardized_test
• Vocabulary Builder worksheets require students to
define and give examples for key vocabulary terms as
they progress through the chapter. (Chapter 14 Resource
For more information on Intervention and Masters, pp. vii-viii)
Assessment, see pp. T8–T11. • Reading to Learn Mathematics master for each lesson
(Chapter 14 Resource Masters, pp. 841, 847, 853, 859,
865, 871, 877)
• Vocabulary PuzzleMaker software creates crossword,
jumble, and word search puzzles using vocabulary lists
that you can customize.
• Teaching Mathematics with Foldables provides
suggestions for promoting cognition and language.
• Reading and Writing in the Mathematics Classroom
• WebQuest and Project Resources

For more information on Reading and Writing in

Mathematics, see pp. T6–T7.
Chapter 14 Trigonometric Graphs and Identities 760F
 Notes Trigonometric Graphs
and Identities
Have students read over the list
of objectives and make a list of
any words with which they are
not familiar. • Lessons 14-1 and 14-2 Graph trigonometric
Key Vocabulary
functions and determine period, amplitude, • amplitude (p. 763)
phase shifts, and vertical shifts. • phase shift (p. 769)
• Lessons 14-3 and 14-4 Use and verify • vertical shift (p. 771)
trigonometric identities.
• trigonometric identity (p. 777)
• Lessons 14-5 and 14-6 Use sum and difference
• trigonometric equation (p. 799)
Point out to students that this is formulas and double- and half-angle formulas.
only one of many reasons why • Lesson 14-7 Solve trigonometric equations.
each objective is important.
Others are provided in the
introduction to each lesson.
Some equations contain one or more trigonometric functions. It is
important to know how to simplify trigonometric expressions to solve
these equations. Trigonometric functions can be used to model
many real-world applications, such as music. You will learn how
a trigonometric function can be used to describe music in Lesson 14-6.

NCTM Local
Lesson Standards Objectives
14-1 1, 2, 6, 7, 8, 9,
10
14-2 1, 2, 3, 4, 6, 8,
9, 10
14-3 1, 2, 6, 8, 9, 10
14-4 2, 8
14-5 1, 2, 6, 7, 8, 9,
10
14-6 1, 2, 7, 8, 9, 10
760 Chapter 14 Trigonometric Graphs and Identities
14-7 2, 10
Preview
14-7 1, 2, 6, 7, 8, 9,
10
Vocabulary Builder ELL

The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 14 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 14 test.
10=Representation
760 Chapter 14 Trigonometric Graphs and Identities
Prerequisite Skills To be successful in this chapter, you'll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review the basic concepts needed before
these skills before beginning Chapter 14.
beginning Chapter 14. Page
For Lessons 14-1 and 14-2 Trigonometric Values
references are included for
additional student help.
Find the exact value of each trigonometric function. (For review, see Lesson 13-3.)

1. sin 135°  2 2. tan 315° 1 3. cos 90° 0 4. tan 45° 1
2 Prerequisite Skills in the Getting
5 7 3 11 1 3
 2          8. tan  not defined
6  2
5. sin 6. cos 7. sin Ready for the Next Lesson section
4  6 2 2
2 at the end of each exercise set
For Lessons 14-3, 14-5, and 14-6 Circular Functions
review a skill needed in the next
lesson.
Find the exact value of each trigonometric function. (For review, see Lesson 13-6.)
3 10. sin 510° 1 9 13 23
9. cos (150°)   11. cot  1 12. sec  
2 2 4 6 3 For Prerequisite
3 7 8 Lesson Skill
13. tan – 
1
2
14. csc (720°) 15. cos  
3 2
16. tan  3
3

not defined not defined 14-2 Graphs of Quadratic Functions
(p. 768)
For Lesson 14-4 Factor Polynomials
14-3 Reference Angles (p. 776)
Factor completely. If the polynomial is not factorable, write prime. (For review, see Lesson 5-4.)
14-4 Properties of Equality (p. 781)
17. 15x2  5x 5x (3x  1) 18. 2x4  4x2 2x 2(x 2  2) 19. x3  4 prime
14-5 Simplifying Radical Expressions
20. x2  6x  8 21. 2x2  3x  2 22. 3x3  2x2  x (p. 785)
(x  4)(x  2) (2x  1)(x  2) x(3x  1)(x  1)
14-6 Solving Equations Using the
For Lesson 14-7 Solve Quadratic Equations Square Root Property (p. 790)
Solve each equation by factoring. (For review, see Lesson 6-3.) 14-7 Solving Equations Using the
23. x2  5x  24  0 8, 3 24. x2  2x 48  0 8, 6 25. x2  3x  40  0 8, 5 Zero Product Property (p. 797)
26. x2  12x  0 0, 12 27. 2 x2  11x  12  0 28. x2  16  0 4, 4
3
4, 
2

Make this Foldable to help you organize information about

trigonometric graphs and identities. Begin with eight sheets
of grid paper.
Staple Cut and Label

Cut seven lines from Trigonometric

Staple the stack the bottom of the top sheet, Graphs
&
of grid paper along the six lines from the second sheet, Identities
top to form a booklet. and so on. Label with lesson
numbers as shown. 14-1
14-2
14-3
14-4
14-5
14-6
14-7

Reading and Writing As you read and study the chapter, use each page to write notes
and to graph examples for each lesson.

Chapter 14 Trigonometric Graphs and Identities 761

TM

Writing Instructions and Sequencing Data After students make

their Foldable, have them label each tab to correspond to a lesson
in this chapter. Students use their Foldable to take notes, define
For more information terms, record concepts, and write examples. After each lesson, ask
about Foldables, see students to write a set of instructions on how to do something
Teaching Mathematics presented in the lesson. For example, a student might write
with Foldables. instructions for graphing trigonometric functions. Have students
follow their own instructions to check them for accuracy. Use their
notes and textbook to make needed revisions.

Chapter 14 Trigonometric Graphs and Identities 761

 Lesson Graphing
Notes Trigonometric Functions
• Graph trigonometric functions.

1 Focus • Find the amplitude and period of variation of the sine, cosine, and tangent functions.

can you predict the behavior of tides?

Vocabulary
5-Minute Check • amplitude The rise and fall of tides can have great High Tide
Transparency 14-1 Use as impact on the communities and ecosystems
Period

a quiz or review of Chapter 13. that depend upon them. One type of tide is Tidal
a semidiurnal tide. This means that bodies Range
Mathematical Background notes of water, like the Atlantic Ocean, have two
Still Water
are available for this lesson on high tides and two low tides a day. Because
Level Low Tide
tides are periodic, they behave the same way
p. 760C. each day.

Building on Prior GRAPH TRIGONOMETRIC FUNCTIONS The diagram below illustrates the
Knowledge water level as a function of time for a body of water with semidiurnal tides.
In Chapter 13, students learned High Tide
the sine, cosine, and tangent of
30, 45, and 60 angles. In this Water
lesson, students will learn the Level
2 4 6 8 10 12 14 16 18 20 22 24 Time
sine, cosine, and tangent of angles
with other measures and use all of Low Tide

these values to create graphs of

Study Tip
the six trigonometric functions. Look Back In each cycle of high and low tides, the pattern repeats itself. Recall that a function
To review period and whose graph repeats a basic pattern is called a periodic function.
periodic functions, see To find the period, start from any point on the graph and proceed to the right
can you predict the Lesson 13-6.
until the pattern begins to repeat. The simplest approach is to begin at the origin.
behavior of tides? Notice that after about 12 hours the graph begins to repeat. Thus, the period of the
Ask students: function is about 12 hours.
• Why would you need to know To graph the periodic functions y  sin , y  cos , or y  tan , use values of 
expressed either in degrees or radians. Ordered pairs for points on these graphs are
the times for the high and low of the form (, sin ), (, cos ), and (, tan ), respectively.
tides? Sample answer: roads
might be flooded at high tide  0° 30° 45° 60° 90° 120° 135° 150° 180° 210° 225° 240° 270° 300° 315° 330° 360°
1 2  3  
3 
2 1 1 2 3 3 2 1
• How is the period of a tide sin  0    1    0    1    0
2 2 2 2 2 2 2 2 2 2 2 2
defined? Sample answer: the nearest
0 0.5 0.7 0.9 1 0.9 0.7 0.5 0 0.5 0.7 0.9 1 0.9 0.7 0.5 0
tenth
length of time between two high
3  2  1 1 2 
3 
3 2 1 1 2  3 
tides (or two low tides) cos  1    0    1    0    1
2 2 2 2 2 2 2 2 2 2 2 2
nearest
• What is a tidal range? Sample tenth
1 0.9 0.7 0.5 0 0.5 0.7 0.9 1 0.9 0.7 0.5 0 0.5 0.7 0.9 1
answer: the difference in water 3  3 3  3
tan  0  1 3 nd 
3 1  0  1 3 nd 
3 1  0
level between low tide and high 3 3 3 3
nearest
tide tenth
0 0.6 1 1.7 nd 1.7 1 0.6 0 0.6 1 1.7 nd 1.7 1 0.6 0
    2 3 5 7 5 4 3 5 7 11
 0 
6

4

3

2

3

4

6
 
6

4

3

2

3

4

6
2

nd  not defined

762 Chapter 14 Trigonometric Graphs and Identities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters 5-Minute Check Transparency 14-1
• Study Guide and Intervention, pp. 837–838 Real-World Transparency 14
• Skills Practice, p. 839 Answer Key Transparencies
• Practice, p. 840
• Reading to Learn Mathematics, p. 841 Technology
• Enrichment, p. 842 Interactive Chalkboard
 After plotting several points, complete the graphs of y  sin  and y  cos 
by connecting the points with a smooth, continuous curve. Recall from Chapter 13
that each of these functions has a period of 360° or 2 radians. That is, the graph of
each function repeats itself every 360° or 2 radians.
2 Teach
y y GRAPH TRIGONOMETRIC
1.0
(90˚, 1)
1.0 (45˚, 0.7) (315˚, 0.7)
(360˚, 1)
FUNCTIONS
(135˚, 0.7) y  sin 
0.5 (45˚, 0.7) 0.5 y  cos 
Teaching Tip Have students brain-
O  O  storm to make a list of real-world
90˚ 180˚ 270˚ 360˚ 90˚ 180˚ 270˚ 360˚
0.5 0.5 phenomena that fluctuate in a
(225˚, 0.7) (315˚, 0.7) (135˚, 0.7) (225˚, 0.7) regular periodic pattern. (Examples:
1.0 1.0
(270˚, 1) (180˚, 1) temperatures, the number of people
in a mall over the course of a week)
Notice that both the sine and cosine have a maximum value of 1 and a minimum
value of 1. The amplitude of the graph of a periodic function is the absolute value Teaching Tip You might wish to
of half the difference between its maximum value and its minimum value. So, have students draw their own graphs
of the sine, cosine, and tangent
for both the sine and cosine functions, the amplitude of their graphs is  or 1.  1  2( 1)  functions using the data from the
The graph of the tangent function can also be drawn by plotting points. By table on p. 762. Their graphs can be
examining the values for tan  in the table, you can see that the tangent function compared to those shown on p. 763.
is not defined for 90°, 270°, …, 90°  k  180°, where k is an integer. The graph This immediate feedback can be
is separated by vertical asymptotes whose x-intercepts are the values for which beneficial in helping students acquire
y  tan  is not defined. the skills for graphing trigonometric
y
functions, which are more compli-
y  tan  cated than most of the graphing
3
students have done to this point.
2

1 Teaching Tip Review how the sine

and cosine functions are related in a
O
90˚ 180˚ 270˚ 360˚ 450˚ 540˚ 630˚
 right triangle.
1

2

3

The period of the tangent function is 180° or  radians. Since the tangent function
has no maximum or minimum value, it has no amplitude.
The graphs of the secant, cosecant, and cotangent functions are shown below.
Compare them to the graphs of the cosine, sine, and tangent functions, which are
shown in red.
y y y
y  sec  y  csc 
2 2 2
y  cot 

1 1 1
y  cos  y  sin  y  tan 

O  O  O 
180˚ 360˚ 180˚ 360˚ 180˚ 360˚
1 1 1

2 2 2

Notice that the period of the secant and cosecant functions is 360° or 2 radians.
The period of the cotangent is 180° or  radians. Since none of these functions have
a maximum or minimum value, they have no amplitude.
Lesson 14-1 Graphing Trigonometric Functions 763

Differentiated Instruction
Visual/Spatial Have groups of students make posters showing
sketches of the graphs of the six trigonometric functions. Encourage
students to color-code the key features of all the graphs, such as period,
amplitude, asymptotes, and so on.

Lesson 14-1 Graphing Trigonometric Functions 763

VARIATIONS OF VARIATIONS OF TRIGONOMETRIC FUNCTIONS Just as with other
functions, a trigonometric function can be used to form a family of graphs by
TRIGONOMETRIC changing the period and amplitude.
FUNCTIONS

Concept Check Period and Amplitude

After discussing the Key Concept
On a TI-83 Plus graphing calculator, set the MODE to degrees.
box about amplitudes and
periods, ask: What is an equation Think and Discuss
involving the sine function with 1. Graph y  sin x and y  sin 2x. y  sin x y  sin 2x
What is the maximum value of each
a period of 90 and an amplitude function? 1
1
of ? One of the following:
2 2. How many times does each function
1 1 reach a maximum value? 2, 4
y   sin 4, y   sin (4),
2 2 x
1 1 3. Graph y  sin . What is the
y    sin 4, or y    sin (4) 2 [0, 720] scl: 45 by [2.5, 2.5] scl: 0.5
2 2 maximum value of this function?
How many times does this function reach its maximum value? 1; 1
4. Use the equations y  sin bx and y  cos bx. Repeat Exercises 1–3 for
maximum values and the other values of b. What conjecture can you make
Study Tip about the effect of b on the maximum values and the periods of these
Amplitude and functions? The greater the value of b, the smaller the period. b has no effect
Period on the maximum value.
5. Graph y  sin x and y  2 sin x. y  sin x y  2 sin x
Note that the amplitude
affects the graph along
What is the maximum value of each
the vertical axis and function? What is the period of each
the period affects it along function? 1, 2; 360°
the horizontal axis. 1
6. Graph y   sin x. What is the
2
7. When a is maximum value of this function? What
positive, the is the period of this function? 1; 360° [0, 720] scl: 45 by [2.5, 2.5] scl: 0.5
2
amplitude is a.
When a is negative, 7. Use the equations y  a sin x and y  a cos x. Repeat Exercises 5 and 6 for
then amplitude is other values of a. What conjecture can you make about the effect of a on the
a. a has no effect amplitudes and periods of y  a sin x and y  a cos x?
on the period.

The results of the investigation suggest the following generalization.

Amplitudes and Periods

• Words For functions of the form y  a sin b and y  a cos b, the
360° 2
amplitude is a, and the period is  or .
b b
For functions of the form y  a tan b, the amplitude is not defined,
180° 
and the period is  or .
b b
360°
• Examples y  3 sin 4 amplitude 3 and period  or 90°
4
2
y  6 cos 5 amplitude 6 or 6 and period 
5
1
y  2 tan  no amplitude and period 3
3

764 Chapter 14 Trigonometric Graphs and Identities

Graphing Trigonometric Functions To set the calculator for degrees, press

MODE and move the cursor to highlight DEGREE and press ENTER . Also, be
sure to have students clear the Y= lists before beginning Exercise 1.

764 Chapter 14 Trigonometric Graphs and Identities

 You can use the amplitude and period of a trigonometric function to help you
graph the function. In-Class Example Power
Point®

1 Find the amplitude and

period of each function. Then
Example 1 Graph Trigonometric Functions
graph the function.
Find the amplitude and period of each function. Then graph the function.
1
a. y  cos 3 a. y  sin  
3
First, find the amplitude. ampl: 1; period: 1080
y
a  1 The coefficient of cos 3 is 1.
y  sin 1–3
Next, find the period. 1
3 60° 360 °
   b3
b 3 O 
270 540 810
 120° 1
Use the amplitude and period to graph the function.
1
y
y  cos 3 b. y   cos 
1.0 3
1
ampl: ; period: 360
0.5 3
y
O  1
90˚ 180˚ 270˚ 360˚
0.5 y  1–3 cos 

1.0
O 
90 180 270

1 1
b. y   sin 
4
1
4 c. y  2 sin  
1 y
Amplitude: a   0.75 4
1
0.5 y sin  ampl: 2; period: 1440
1 4
 
4 0.25 y
y  2 sin 1–4
Period: 360°
  
360 ° O
90˚ 180˚ 270˚ 360˚
 2
b 1 0.25

 360° 0.5
O 
2 4 6
0.75
2

c. y   sin 
1 1
2 3

2
1 y
Amplitude: a  
1 y
1
2 (
1
sin  
3 )
1
  0.5
2

2 2 O 
Period:    2 4 6 8
b 1
 3 0.5
Figure 1
1
 6 y

www.algebra2.com/extra_examples Lesson 14-1 Graphing Trigonometric Functions 765

O 1x

Teacher to Teacher
Berchie Holliday Author, Cincinnati, OH Figure 2
y
“I have my students construct a unit circle on a coordinate plane with a
toothpick length radius. They mark every 15. Students form right triangles
inside the circle and break toothpicks to match the lengths of each vertical leg. x
O
(See Figure 1 at the right.) They transfer each leg to its appropriate degree
mark on a second x-axis and place a dot at the top of each toothpick. (See
Figure 2.) Finally, students connect the dots with a smooth curve.”
Lesson 14-1 Graphing Trigonometric Functions 765
 You can use trigonometric functions to describe real-world situations.
In-Class Example Power
Point®
Example 2 Use Trigonometric Functions
2 OCEANOGRAPHY Refer to
OCEANOGRAPHY Refer to the application at the beginning of the lesson.
the application at the begin- Suppose the tidal range of a city on the Atlantic coast is 18 feet. A tide is at
ning of the lesson. The tidal equilibrium when it is at its normal level, halfway between its highest and
range in the Bay of Fundy in lowest points.
Canada measures 50 feet. a. Write a function to represent the height h of the tide. Assume that the tide is
at equilibrium at t  0 and that the high tide is beginning.
a. Write a function to represent
the height h of the tide. Since the height of the tide is 0 at t  0, use the sine function h  a sin bt, where
a is the amplitude of the tide and t is the time in hours.
Assume that the tide is at
Find the amplitude. The difference between high tide and low tide is the tidal
equilibrium at t  0 and that range or 18 feet.
the high tide is beginning. 18
 a   or 9
y  25 sin  t 2
6
Find the value of b. Each tide cycle lasts about 12 hours.
b. Graph the tide function. 2 2
Oceanography    12 period  
h Lake Superior has one of b b
2 
the smallest tidal ranges. It b   or  Solve for b.
20 12 6
can be measured in inches,

while the tidal range in the Thus, an equation to represent the height of the tide is h  9 sin t.
6
O Bay of Funday in Canada
4 8 12 16 t measures up to 50 feet.
b. Graph the tide function.
20 Source: Office of Naval Research
h
8
6
4
2

3 Practice/Apply 2
4
6
O
2 4 6 8 10 12
t

8

Study Notebook
Have students—
• add the definitions/examples of Concept Check 1. OPEN ENDED Explain why y  tan  has no amplitude. See margin.
the vocabulary terms to their 2. Sample answer: 2. Explain what it means to say that the period of a function is 180°.
Vocabulary Builder worksheets for The graph repeats 3. FIND THE ERROR Dante and Jamile graphed y  3 cos .
2
itself every 180°. 3
Chapter 14.
• include any other item(s) that they 3. Jamile; the Dante Jamile
amplitude is 3, and
find helpful in mastering the skills the period is 3. y y
in this lesson. 2 2
 

0   0  

2 2

FIND THE ERROR

Students should
Who is correct? Explain your reasoning.
quickly notice that
766 Chapter 14 Trigonometric Graphs and Identities
Dante must be incorrect
because his graph does not have
an amplitude of 3. Ask students
if they can identify the mistake Answer
that Dante made. 1. Sample answer: Amplitude is half the difference between the maximum and minimum
values of a graph; y  tan  has no maximum or minimum value.

766 Chapter 14 Trigonometric Graphs and Identities

 NAME ______________________________________________ DATE ____________ PERIOD _____

Guided Practice Find the amplitude, if it exists, and period of each function. Then graph each Study
14-1 Guide
Study andIntervention
Guide and Intervention,
function. 4–12. See pp. 811A–811N. p. 837 (shown)
Graphing and
Trigonometric p. 838
Functions
Graph Trigonometric Functions To graph a trigonometric function, make a table of
1 2
4. y   sin  5. y  2 sin  6. y   cos 
values for known degree measures (0, 30, 45, 60, 90, and so on). Round function values to
GUIDED PRACTICE KEY 2 3
the nearest tenth, and plot the points. Then connect the points with a smooth, continuous
curve. The period of the sine, cosine, secant, and cosecant functions is 360 or 2 radians.

Exercises Examples Amplitude of a Function

The amplitude of the graph of a periodic function is the absolute value of half the
1 difference between its maximum and minimum values.

7. y   tan  8. y  csc 2 9. y  4 sin 2

4–12 1 4 Example Graph y  sin  for 360    0.

Lesson 14-1
13, 14 2 3 1 3 1
First make a table of values.

10. y  4 cos  11. y   sec 3 12. y   cos   360° 330° 315° 300° 270° 240° 225° 210° 180°

4 2 4 2 sin  0
1

2


2
2 

2
3
1


2
3 2

2
 1

2
0

 150° 135° 120° 90° 60° 45° 30° 0°

1 2
 3
 
3 
2 1
sin     1    0
2 2 2 2 2 2

Application BIOLOGY For Exercises 13 and 14, use the following information. y  sin  1.0
y

In a certain wildlife refuge, the population of field mice can be modeled by 0.5

 O 

y  3000  1250 sin t, where y represents the number of mice and t represents
360 270 180 90
0.5

6 1.0

13. 12 months; the number of months past March 1 of a given year. Exercises
Sample answer: The
pattern in the popula- 13. Determine the period of the function. What does this period represent? Graph the following functions for the given domain.
1. cos , 360    0 2. tan , 2    0
y y
y  cos  y  tan 

tion will repeat itself 14. What is the maximum number of mice and when does this occur? 4250; June 1
1 4

every 12 months. 360 270 180 90

O 
2 3
2
 
2
O 

1 2

★ indicates increased difficulty 4

What is the amplitude of each function?

Practice and Apply 3. y 4 4. y 8

O x
2

Homework Help Find the amplitude, if it exists, and period of each function. Then graph each O 2 x

For See function. 15–32. See pp. 811A–811N.

Exercises Examples
15. y  3 sin  16. y  5 cos  17. y  2 csc  Gl NAME
/M G ______________________________________________
Hill 837 DATE ____________
GlPERIOD
Al _____
b 2

15–35 1 Skills
14-1 Practice,
Practice (Average)
p. 839 and
1 1 Practice, p. 840 (shown)
36–41 2 18. y  2 tan  19. y   sin  20. y   sec  Graphing Trigonometric Functions
5 3 Find the amplitude, if it exists, and period of each function. Then graph each
function.
Extra Practice 21. y  sin 4 22. y  sin 2 23. y  sec 3 1. y  4 sin  2. y  cot 
1
2
3. y  cos 5

See page 859. 4; 360 no amplitude; 360 1; 72

y
1 1 y y

24. y  cot 5 25. y  4 tan  26. y  2 cot 

4 4 1

3 2 2 2

O  O  O 
90 180 270 360 90 180 270 360 45 90 135 180

2 1 1 2 2

27. y  6 sin  28. y  3 cos  29. y  3 csc  4 4 1

3 2 2
3 1 1
4. y  csc  5. y  2 tan  6. 2y  sin  ; 360
1 3 2 3
30. y   cot 2 31. 2y  tan  32. y   sin 
4 2 2
no amplitude; 480 no amplitude; 360
2 4 3 5 4
y
4
y
1.0
y

2 2 0.5

★ 33. Draw a graph of a sine function with an amplitude 53 and a period of 90°. Then 2
O
120 240 360 480
 O
2
180 360 540 720

0.5
O
90 180 270 360


write an equation for the function. See pp. 811A–811N for graph; y  3 sin 4. 4 4 1.0

5
★ 34. Draw a graph of a cosine function with an amplitude of 87 and a period of 25. FORCE For Exercises 7 and 8, use the following information.
An anchoring cable exerts a force of 500 Newtons on a pole. The force has
Then write an equation for the function. See pp. 811A–811N for graph; the horizontal and vertical components Fx and Fy. (A force of one Newton (N),
is the force that gives an acceleration of 1 m/sec2 to a mass of 1 kg.)
500 N
Fy

7
y   cos 5. 7. The function Fx  500 cos  describes the relationship between the
angle  and the horizontal force. What are the amplitude and period


8 of this function? 500; 360

Fx

35. COMMUNICATIONS The carrier wave for a certain FM radio station can be
8. The function Fy  500 sin  describes the relationship between the angle  and the
modeled by the equation y  A sin (107 • 2t), where A is the amplitude of the vertical force. What are the amplitude and period of this function? 500; 360

wave and t is the time in seconds. Determine the period of the carrier wave. 1
Medicine 1 07
WEATHER For Exercises 9 and 10, use the following information.

The function y  60  25 sin t, where t is in months and t  0 corresponds to April 15,
6
models the average high temperature in degrees Fahrenheit in Centerville.
The tuning fork was 9. Determine the period of this function. What does this period represent?

invented in 1711 by English MEDICINE For Exercises 36 and 37, use the following information. 12; a calendar year

trumpeter John Shore. Doctors may use a tuning fork that resonates at a given frequency as an aid to 10. What is the maximum high temperature and when does this occur? 85F; July 15

Source: www.encarta.msn.com diagnose hearing problems. The sound wave produced by a tuning fork can be Gl NAME
/M G ______________________________________________
Hill 840 DATE ____________
Gl PERIOD
Al _____
b 2

modeled using a sine function. Reading

14-1 Readingto
to Learn
Learn Mathematics
Mathematics, p. 841 ELL
Graphing Trigonometric Functions
36. If the amplitude of the sine function is 0.25, write the equations for tuning forks
36. y  0.25 sin that resonate with a frequency of 64, 256, and 512 Hertz.
Pre-Activity Why can you predict the behavior of tides?

128t, y  0.25 sin

Read the introduction to Lesson 14-1 at the top of page 762 in your textbook.
Consider the tides of the Atlantic Ocean as a function of time.

512t, y  0.25 sin

Approximately what is the period of this function? 12 hours
37. How do the periods of the tuning forks compare? See margin.
1024t Reading the Lesson
1. Determine whether each statement is true or false.

Lesson 14-1
38. f(x)  cos x and 38. CRITICAL THINKING A function is called even if the graphs of y  ƒ(x) and a. The period of a function is the distance between the maximum and minimum points.
false
f(x)  sec x; See pp. y  ƒ(x) are exactly the same. Which of the six trigonometric functions are b. The amplitude of a function is the difference between its maximum and minimum
values. false
811A–811N for graphs. even? Justify your answer with a graph of each function. c. The amplitude of the function y  sin  is 2. false

d. The function y  cot  has no amplitude. true

www.algebra2.com/self_check_quiz Lesson 14-1 Graphing Trigonometric Functions 767
e. The period of the function y  sec  is . false

f. The amplitude of the function y  2 cos  is 4. false

NAME ______________________________________________ DATE ____________ PERIOD _____ g. The function y  sin 2 has a period of . true

Answer Enrichment,
14-1 Enrichment p. 842 h. The period of the function y  cot 3 is . true

3

i. The amplitude of the function y  5 sin  is 5. false

37. Sample answer: The amplitudes are the Blueprints j. The period of the function y  csc   is 4. false
1
4

same. As the frequency increases, the Interpreting blueprints requires the ability to select and use trigonometric
functions and geometric properties. The figure below represents a plan for an
k. The graph of the function y  sin  has no asymptotes. true

improvement to a roof. The metal fitting shown makes a 30 angle with the l. The graph of the function y  tan  has an asymptote at   180. false
period decreases. horizontal. The vertices of the geometric shapes are not labeled in these
plans. Relevant information must be selected and the appropriate function m. When   360, the values of cos  and sec  are equal. true
used to find the unknown measures.
n. When   270, cot  is undefined. false

Example Find the unknown o. When   180, csc  is undefined. true

Roofing Improvement
measures in the figure at the right.
The measures x and y are the legs of a top view Helping You Remember
right triangle. 5"
––
16 2. What is an easy way to remember the periods of y  a sin b and y  a cos b? Sample
The measure of the hypotenuse
metal fitting answer: The period of the functions y  sin  and y  cos  is 360 or 2.
–15" Divide 360 or 2 by the absolute value of the coefficient of , depending
15 5 20 16– side view
is  in.   in. or  in. x on whether you want to find the period in degrees or in radians.
16 16 16
30° 0.09"
y x y
5" 13"
  cos 30   sin 30

Lesson 14-1 Graphing Trigonometric Functions 767

 BOATING For Exercises 39–41, use the following information.
About the Exercises… A marker buoy off the coast of Gulfport, Mississippi, bobs up and down with the
waves. The distance between the highest and lowest point is 4 feet. The buoy moves
Organization by Objective from its highest point to its lowest point and back to its highest point every 10 seconds.
• Graph Trigonometric 39. Write an equation for the motion of the buoy. Assume that it is at equilibrium at
Functions: 15–34 
t  0 and that it is on the way up from the normal water level. y  2 sin t
5
• Variations of Trigonometric
40. Draw a graph showing the height of the buoy as a function of time. See margin.
Functions: 15–34
41. What is the height of the buoy after 12 seconds? about 1.9 ft
Odd/Even Assignments
Exercises 15–34 are structured 42. WRITING IN MATH Answer the question that was posed at the beginning of
so that students practice the the lesson. See margin.
same concepts whether they Why can you predict the behavior of tides?
are assigned odd or even Include the following in your answer:
problems. • an explanation of why certain tidal characteristics follow the patterns seen in
the graph of the sine function, and
Assignment Guide • a description of how to determine the amplitude of a function using the
Basic: 15–31 odd, 35–56 maximum and minimum values.

Average: 15–35 odd, 36–56 1

Standardized 43. What is the period of ƒ(x)   cos 3x? A
2
Advanced: 16–34 even, 36–52 Test Practice
(optional: 53–56) A 120° B 180° C 360° D 720°

44. Identify the equation of the y

graphed function. C 0.5

4 Assess A

B
1
y   sin 4
2

y  2 sin 
1
4 O 
 2
Open-Ended Assessment 1
C y   sin 2
Modeling Provide students with 4
1 0.5
a coordinate grid and a length of D y  4 sin 
2
string. Give students one of the
six basic trigonometric functions
and have them model the graph
using the string. Have students
Maintain Your Skills
check their model with a Mixed Review Solve each equation. (Lesson 13-7)
graphing calculator. 2
45. x  Sin1 1 90° 46. Arcsin (1)  y 90° 47. Arccos   x 45°
2

Getting Ready for Find the exact value of each function. (Lesson 13-6)
1  2
48. sin 390°  
49. sin (315°)  2 50. cos 405° 
Lesson 14-2 2 2 2
PREREQUISITE SKILL Students 51. PROBABILITY There are 8 girls and 8 boys on the Faculty Advisory Board.
will graph horizontal and verti- Three are juniors. Find the probability of selecting a boy or a girl from the
committee who is not a junior. (Lesson 12-5) 13
cal translations of trigonometric 16
functions in Lesson 14-2. Students 52. Find the first five terms of the sequence in which a1  3, an  1  2an  5.
will apply what they learned (Lesson 11-5) 3, 11, 27, 59, 123
about families of quadratic
functions. Use Exercises 53–56 Getting Ready for PREREQUISITE SKILL Graph each pair of functions on the same set of axes.
to determine your students’ the Next Lesson (To review graphs of quadratic functions, see Lesson 6-6.)

familiarity with the graphs of 53–56. See pp. 53. y  x2, y  3x2 54. y  3x2, y  3x2  4
811A–811N. 55. y  2x2, y  2(x 1)2 56. y  x2  2, y  (x  3)2  2
families of functions.
768 Chapter 14 Trigonometric Graphs and Identities
Answers
40. y 42. Sample answer: Tides display periodic
2.5  behavior. This means that their pattern
y  2 sin 5 t
2
1.5 repeats at regular intervals. Answers
1 should include the following information.
0.5
O t
• Tides rise and fall in a periodic manner,
0.5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
similar to the sine function.
1
1.5 • In f(x)  a sin bx, the amplitude is the
2
2.5 absolute value of a.

768 Chapter 14 Trigonometric Graphs and Identities

 Translations of Lesson
Trigonometric Graphs Notes

• Graph horizontal translations of trigonometric graphs and find phase shifts.

• Graph vertical translations of trigonometric graphs. 1 Focus
Vocabulary can translations of trigonometric graphs
be used to show animal populations? 5-Minute Check
• phase shift
• vertical shift
Transparency 14-2 Use as
In predator-prey ecosystems, the a quiz or review of Lesson 14-1.
• midline number of predators and the number R
of prey tend to vary in a periodic 1800
Mathematical Background notes

Number of Rabbits
1600
manner. In a certain region with
1400 are available for this lesson on
coyotes as predators and rabbits 1200
as prey, the rabbit population R 1000 page 760C.
can be modeled by the equation 800
1 600
R  1200  250 sin t, where can translations of
2 400
t is the time in years since 200 t trigonometric graphs
January 1, 2001. be used to show animal
0 1 2 3 4 5 6 7 8 9
Years Since 2001 populations?
Ask students:
HORIZONTAL TRANSLATIONS Recall that a translation is a type of • Why might the two animal
transformation in which the image is identical to the preimage in all aspects populations vary? Sample
except its location on the coordinate plane. A horizontal translation shifts to the
left or right, and not upward or downward. answer: As the number of predators
increases, more prey are eaten and
there are fewer prey left. Lower
numbers of prey means increased
Horizontal Translations
competition for food by the predator
On a TI-83 Plus, set the MODE to degrees.
species, so the number of predators
Think and Discuss 1–3. See margin. y  sin x decreases as their food supply
y  sin (x  60)
1. Graph y  sin x and y  sin (x  30). y  sin (x  30) diminishes.
How do the two graphs compare?
• What are the minimum and
2. Graph y  sin (x  60). How
does this graph compare to the
maximum rabbit populations
other two? shown by the graph?
3. What conjecture can you make 950 rabbits, 1450 rabbits
about the effect of h in the function [0, 720] scl: 45 by [1.5, 1.5] scl: 0.5 • How could you find the range
y  sin (x  h)?
of the population without calcu-
4. Test your conjecture on the following pairs of graphs.
lating the maximum and mini-
TEACHING TIP • y  cos x and y  cos (x  30) See pp. 811A–811N for graphs;
mum values or graphing the
For Exercise 4, point out • y  tan x and y  tan (x  45) the conjecture holds.
function? The range, 500, is twice
that since the calculator • y  sec x and y  sec (x 75)
has no preprogrammed the amplitude, 250, of the graph.
button for the secant
function, they will need
to graph y  .
1 Notice that when a constant is added to an angle measure in a trigonometric Answers
cos x function, the graph is shifted to the left or to the right. If (x, y) are coordinates of
y  sin x, then (x h, y) are coordinates of y  sin (x
h). A horizontal translation See p. 770 for Graphing Calculator
of a trigonometric function is called a phase shift . answers.
Lesson 14-2 Translations of Trigonometric Graphs 769

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters Graphing Calculator and 5-Minute Check Transparency 14-2
• Study Guide and Intervention, pp. 843–844 Spreadsheet Masters, p. 53 Answer Key Transparencies
• Skills Practice, p. 845 School-to-Career Masters, p. 27
• Practice, p. 846 Technology
• Reading to Learn Mathematics, p. 847 Alge2PASS: Tutorial Plus, Lesson 27
• Enrichment, p. 848 Interactive Chalkboard
• Assessment, p. 893

Lesson x-x Lesson Title 769

 Phase Shift
2 Teach • Words: The phase shift of the functions y  a sin b (  h), y  a cos b (  h),
and y  a tan b (  h) is h, where b  0.
Building on Prior If h  0, the shift is to the right. If h  0, the shift is to the left.
Knowledge • Models:
Sine Cosine Tangent
In Lesson 6-6, students learned
about the translations of graphs y y  a sin b  y y  a cos b  y  a tan b 
of quadratic functions. In this y

lesson, students will use similar

techniques to study the 
O O  
translations of graphs of the O
trigonometric functions.
y  a sin b (   h ); h  0 y  a cos b (   h ); h  0
HORIZONTAL y  a sin b (   h ); h
0 y  a cos b (   h ); h
0
TRANSLATIONS y  a tan b (   h ); h  0
y  a tan b (   h ); h
0
In-Class Example Power
Point®
The secant, cosecant, and cotangent can be graphed using the same rules.
1 State the amplitude, period,
and phase shift for each func-
tion. Then graph the function. Example 1 Graph Horizontal Translations
a. y  2 sin (  20) amplitude: 2; State the amplitude, period, and phase shift for each function.
period: 360; phase shift: 20 left Then graph the function.
y a. y  cos (  60°)
y  2 sin (  20)
Since a  1 and b  1, the amplitude and period of the function are the same as
2
y  cos . However, h  60°, so the phase shift is 60°. Because h  0, the parent
 graph is shifted to the right.
O Study Tip
90 180 270 360 To graph y  cos (  60°), consider the graph y  cos 
2
Verifying a Graph of y  cos . Graph this function and then y
After drawing the graph of 1
a trigonometric function,
shift the graph 60° to the right. The graph
select value of  and y  cos (  60°) is the graph of y  cos 

 
1 evaluate them in the shifted to the right.
b. y   cos    equation to verify your

2 6 180˚90˚
O
90˚ 180˚ 270˚ 360˚
1 graph.
amplitude: ; period: 2;
2
 1
phase shift:  right
6 y  cos (   60˚)
y
y  1–2 cos   –6
1–

2
b. y  2 sin    y y  2 sin 
4
2
O  Amplitude: a  2 or 2
 2 3
2 2
1–2 Period:    or 2
b 1 

Phase Shift: h     4    4  O  2
4

The phase shift is to the left since   0.
4 2
y  2 sin   
( )
Answers (p. 769) 4

Graphing Calculator Investigation

770 Chapter 14 Trigonometric Graphs and Identities
1. The graph of y  sin (x  30) is
shifted 30 to the right of the
graph of y  sin x.
2. The graph of y  sin (x  60) is
shifted 60 to the left of the graph Graphing the Secant Function The graph of the secant function should look
of y  sin x. like a pattern of U shapes, alternately opening upward and downward. Students
3. Sample answer: When h is might want to extend the activity by investigating the graphs of cosecant (csc)
positive the graph shifts right and cotangent (cot). The graphing calculator does not have a button for
h units. When h is negative the graphing either of these functions so students should enter Y= 1/sin x to graph
graph shifts left h units. the cosecant function, and they should enter Y= 1/tan x to graph the cotangent
function.

770 Chapter 14 Trigonometric Graphs and Identities

 VERTICAL TRANSLATIONS In Chapter 6, you learned that the graph of VERTICAL TRANSLATIONS
Study Tip y  x2  4 is a vertical translation of the parent graph of y  x2. Similarly, graphs
of trigonometric functions can be translated vertically through a vertical shift .
Look Back Teaching Tip Make sure students
Pay close attention to When a constant is added to a trigonometric function, the graph is shifted upward are clear about the difference
trigonometric functions or downward. If (x, y) are coordinates of y  sin x, then (x, y k) are coordinates of between the terms vertical and
for the placement of y  sin x k.
parentheses. Note that
horizontal. Students can use the
sin (  x) sin   x. A new horizontal axis called the midline y words vertigo (a sense of dizziness
The expression on the left becomes the reference line about which the some people experience when
represents a phase shift graph oscillates. For the graph of y  sin   k, midline
looking down from a great height)
while the expression on the midline is the graph of y  k. yk
the right represents a
and horizon to help link vertical and
vertical shift. horizontal to their relative direction.

O
90˚ 180˚ 270˚ 360˚
y  sin   k In-Class Example Power
Point®

2 State the vertical shift, equa-

tion of the midline, amplitude,
Vertical Shift and period for each function.
• Words The vertical shift of the functions y  a sin b(  h)  k, y  a cos b(  h)  k, Then graph the function.
and y  a tan b(  h)  k is k.
If k  0, the shift is up. If k  0, the shift is down. The midline is y  k. a. y  2 sin   1
vertical shift: 1; midline:
• Models:
y  1; amplitude: 2; period: 2
Sine Cosine Tangent
y
y  a sin b (   h )  k ; k  0 y  a cos b (   h )  k ; k  0 y  a tan b (   h )  k ; k  0 2
 3
y y y 2  2 
O

y  sin 
  2 y  1
O y  cos  O y  tan  O 
4 y  2 sin   1

y  a sin b (   h )  k ; k
0 1
y  a cos b (   h )  k ; k
0 y  a tan b (   h )  k ; k
0
b. y   cos   3
2
vertical shift: 3; midline: y  3;
The secant, cosecant, and cotangent can be graphed using the same rules.
1
amplitude: ; period: 2
2
y
y3
Example 2 Graph Vertical Translations
State the vertical shift, equation of the midline, amplitude, and period for each
function. Then graph the function. 2
y  1–2 cos   3
a. y  tan   2
1
Since tan   2  tan   (2), k  2, and the y
vertical shift is 2. Draw the midline, y  2.
O  
The tangent function has no amplitude and  3
2 2
the period is the same as that of tan .
Draw the graph of the function relative to the  O  
midline.
y2

y  tan   2

www.algebra2.com/extra_examples Lesson 14-2 Translations of Trigonometric Graphs 771

This CD-ROM is a customizable Microsoft® PowerPoint®

Interactive
presentation that includes:
Chalkboard
• Step-by-step, dynamic solutions of each In-Class Example
PowerPoint®
Presentations
from the Teacher Wraparound Edition
• Additional, Your Turn exercises for each example
• The 5-Minute Check Transparencies
• Hot links to Glencoe Online Study Tools

Lesson 14-2 Translations of Trigonometric Graphs 771

 1
Teaching Tip Suggest that students b. y   sin   1
Study Tip 2
write the general form of the sine, Vertical shift: k  1, so the midline is the graph of y  1.
cosine, and tangent functions given Look Back
2
It may be helpful to first 1 1
in the Key Concept box on p. 771 at Amplitude: a   or  y y  1 sin   1
graph the parent graph 2 2
the top of separate index cards. Using y  sin  in one color.
2
the steps listed in the Concept Then apply the vertical Period:   2 y 3
shift and graph the
b 2
Summary on p. 772, have students 1
Since the amplitude of the function is , draw
function in another color.
2 y1
identify the parts of the equation Then apply the change in
used in each step to find the informa- dashed lines parallel to the midline that are y 1
amplitude and graph the
1  2
tion listed in each step. They can function in the final color.  unit above and below the midline. Then O
2   2
then use their index cards to work draw the sine curve.
Example 3.

In general, use the following steps to graph any trigonometric function.

In-Class Example Power
Point®
Graphing Trigonometric Functions
3 State the vertical shift, ampli-
Step 1 Determine the vertical shift, and graph the midline.
tude, period, and phase shift
 Step 2 Determine the amplitude, if it exists. Use dashed lines to indicate the

of y  3 sin 2     4.
2  maximum and minimum values of the function.
Step 3 Determine the period of the function and graph the appropriate function.
Then graph the function.
The vertical shift is 4. The Step 4 Determine the phase shift and translate the graph accordingly.
amplitude is 3. The period is .

The phase shift is  to the right. Example 3 Graph Transformations
2

y y  3 sin 2  –2   4
State the vertical shift, amplitude, period, and phase shift of

y  4 cos     6. Then graph the function.
1
6 2 3
The function is written in the form y  a cos [b(  h)]  k. Identify the values of k,
a, b, and h.

2
y4 k  6, so the vertical shift is 6.
a  4, so the amplitude is 4 or 4.
O   1 2
 3 b  , so the period is  or 4.
2
2 2 2 1

 
h  , so the phase shift is  to the right.
3 3
Then graph the function.

Step 1 The vertical shift is 6. Graph the midline y  6.

Step 2 The amplitude is 4. Draw y
dashed lines 4 units above 
and below the midline at O  2 3 4 y  2
y  2 and y  10.
y  4 cos 1   6
Step 3 The period is 4, so the 2

graph will be stretched. y  6

1
Graph y  4 cos  – 6 using y  4 cos 1 (    )  6
2 2 3
the midline as a reference.
 y  10
Step 4 Shift the graph  to the right.
3

772 Chapter 14 Trigonometric Graphs and Identities

772 Chapter 14 Trigonometric Graphs and Identities

 You can use information about amplitude, period, and translations of
trigonometric functions to model real-world applications. In-Class Example Power
Point®

Example 4 Use Translations to Solve a Problem 4 HEALTH Refer to Example 4

in the Student Edition. Write
HEALTH Suppose a person’s resting blood pressure is 120 over 80. This means
that the blood pressure oscillates between a maximum of 120 and a minimum of a sine function that represents
80. If this person’s resting heart rate is 60 beats per minute, write a sine function the blood pressure for
that represents the blood pressure for t seconds. Then graph the function. t seconds of a person with a
Explore You know that the function is periodic and can be modeled using sine. resting blood pressure of 120
over 90 and a heart rate of 75
Plan Let P represent blood pressure and let t represent time in seconds. Use
the equation P  a sin [b(t  h)]  k. beats per minute. Then graph
the function.
Solve • Write the equation for the midline. Since the maximum is 120 and the 5
minimum is 80, the midline lies halfway between these values. P  15 sin  t  105
2
120  80
P   or 100 P
2 120
• Determine the amplitude by finding the difference between the
midline value and the maximum and minimum values. 100
Health
Blood preasure can change a  120  100 a  80  100 y  105
80
from minute to minute and  20 or 20  20 or 20
can be affected by the 
slightest of movements, Thus, a  20. 60 P  15 sin 5—
2 t  105
such as tapping your
fingers or crossing your • Determine the period of the function and solve for b. Recall that the 40
2
arms. period of a function can be found using the expression . Since the
Source: American Heart b 20
Association
heart rate is 60 beats per minute, there is one heartbeat, or cycle, per
second. So, the period is 1 second. O 
2 4 6
2
1   Write an equation.
b
b  2 Multiply each side by |b|.

b  2 Solve.

For this example, let b  2. The use of the positive or negative value
depends upon whether you begin a cycle with a maximum value
(positive) or a minimum value (negative).

• There is no phase shift, so h  0. So, the

equation is P  20 sin 2t  100.
• Graph the function.
Step 1 Draw the midline P
120
P  100. 100
80
Step 2 Draw maximum and
60
minimum reference 40 P  20 sin 2 t  100
lines. 20

Step 3 Use the period to draw O 1 2 3 4 t

the graph of the function.
Step 4 There is no phase shift.
Examine Notice that each cycle begins at the midline, rises to 120, drops to 80, and
then returns to the midline. This represents the blood pressure of 120 over
80 for one heartbeat. Since each cycle lasts 1 second, there will be
60 cycles, or heartbeats, in 1 minute. Therefore, the graph accurately
represents the information.

Lesson 14-2 Translations of Trigonometric Graphs 773

Differentiated Instruction
Kinesthetic Make coordinate axes with masking tape on the classroom
floor. Give students at least 15 feet of rope and have them stand along
the x-axis, positioning the rope to model the graph of y  sin x. As you
call out equations of functions whose graphs are horizontal phase shifts
of the graph of y  sin x, students can step left or right to model the
translated graph. Similarly, call out functions whose graphs are vertical
shifts of the graph of y  sin x.

Lesson 14-2 Translations of Trigonometric Graphs 773

 3 Practice/Apply
Concept Check 1. Identify the vertical shift, amplitude, period, and phase shift of the graph of
y  3 cos (2x  90°)  15.
1–3. See margin.
2. Define the midline of a trigonometric graph.
Study Notebook 3. OPEN ENDED Write the equation of a trigonometric function with a
Have students— phase shift of 45°.
• add the definitions/examples of
the vocabulary terms to their Guided Practice State the amplitude, period, and phase shift for each function. Then graph the
function. 4–15. See pp. 811A–811N for graphs.
Vocabulary Builder worksheets for   no amplitude;
GUIDED PRACTICE KEY 4. y  sin    1; 2;  5. y  tan (  60°) 180°; 60°
Chapter 14. 2 2
Exercises Examples 
• record the Key Concepts box on 6. y  cos (  45°) 1; 360°; 45° 7. y  sec    no amplitude;
3 
4–7 1 2;  
p. 771 and the Concept Summary 8–11 2 3
12–15 3 State the vertical shift, equation of the midline, amplitude, and period for each
on p. 772. function. Then graph the function.
16–18 4 5; y  5;
• include any other item(s) that they 1
8. y  cos    1; y  1; 1; 360° 9. y  sec   5 no amplitude; 360°
4 4 4
find helpful in mastering the skills
10. y  tan   4 11. y  sin   0.25
in this lesson. 4; y  4; no amplitude; 180° 0.25; y  0.25; 1; 360°
State the vertical shift, amplitude, period, and phase shift of each function. Then
graph the function. 12. 10; 3; 180°; 30° 13. 6; no amplitude; 60°; 45°
12. y  3 sin [2(  30°)] 10 13. y  2 cot (3  135°)  6
2
  2; ;
1
14. y   sec 4   
2 4    1 15. y   cos     2
2
3
1
2 6
3
About the Exercises…  
1; no amplitude; ; 
4; 
6
Organization by Objective 2 4
• Horizontal Translations: Application PHYSICS For Exercises 16–18, use the following
information. ceiling
19–24, 33–42 A weight is attached to a spring and suspended from
• Vertical Translations: 25–42 the ceiling. At equilibrium, the weight is located 4 feet
above the floor. The weight is pulled down 1 foot and
Odd/Even Assignments released. 1 ft
Exercises 19–42 are structured 16. Determine the vertical shift, amplitude, and 4 ft
so that students practice the period of a function that represents the height floor
same concepts whether they of the weight above the floor if the weight returns
to its lowest position every 4 seconds. 4; 1; 4 s
are assigned odd or even
problems. 17. Write the equation for the height h of the weight above the floor as a function of
time t seconds. h  4  cos t or h  4  cos 90°t
2
18. Draw a graph of the function you wrote in Exercise 17. See pp. 811A–811N.
Assignment Guide
Basic: 19–29 odd, 33–43 odd,
44–73 ★ indicates increased difficulty
Average: 19–43 odd, 44–73 Practice and Apply
Advanced: 20–42 even, 44–46, State the amplitude, period, and phase shift for each function. Then graph the
48–65 (optional: 66–73) function. 20. no amplitude; 180°; 30°
19–24. See pp. 19. y  cos (  90°) 1; 360°; 90° 20. y  cot (  30°)
811A–811N for    
graphs. 4 
21. y  sin    1; 2; 
4  22. y  cos    1; 2; 
3 3
1
23. y   tan (  22.5°) 24. y  3 sin (  75°) 3; 360°; 75°
4
no amplitude; 180°; 22.5°
774 Chapter 14 Trigonometric Graphs and Identities

Answers 31. y 32. y

18 5 2
y  3 cos (  50˚)  2
16 4
1. vertical shift: 15; amplitude: 3; 14 3
period: 180; phase shift: 45 12 2
10  1
2. The midline of a trigonometric 8 (
y  5  tan   4 )
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
function is the line about which 6
4 2
the graph of the function 2 3
oscillates after a vertical shift. 4
 
O   

3
 
3 5
3. Sample answer: y  sin (  45) 4 2 4 4 2 4

774 Chapter 14 Trigonometric Graphs and Identities

 NAME ______________________________________________ DATE ____________ PERIOD _____

Homework Help State the vertical shift, equation of the midline, amplitude, and period for each Study
14-2 Guide
Study andIntervention
Guide and Intervention,
For See function. Then graph the function. 25–30. See pp. 811A–811N for graphs. p. 843 (shown)
Translations and p.
of Trigonometric 844
Graphs
Exercises Examples
25. y  sin   1 1; y  1; 1; 360° 26. y  sec   2 2; y  2; no
Horizontal Translations When a constant is subtracted from the angle measure in a
trigonometric function, a phase shift of the graph results.
19–24 1
3
amplitude; 360° The horizontal phase shift of the graphs of the functions y  a sin b(  h), y  a cos b(  h),
and y  a tan b(  h) is h, where b  0.
25–30 2
27. y  cos   5 5; y  5; 1; 360° 28. y  csc    Phase Shift
If h  0, the shift is to the right.

31, 32 1, 2 4 If h  0, the shift is to the left.

33–42 3 1 1 1 1 1
29. y   sin    ; y  ; ; 360° 30. y  6 cos   1.5 Example State the amplitude, period, and
 1.0
y

37–40 4 2 2 2 2 2 phase shift for y   cos 3   . Then graph

1

1.5; y  1.5; 6; 360°

2 2 0.5
the function.

★ 31. Graph y  5  tan   . Describe the transformation to the parent graph | |
O    
1 1 2 5 
Amplitude: a   or  0.5 6 3 2 3 6

Extra Practice 4 Period: 

| b|

2
| 3|
or 
2
2
2
2
1.0


3
See page 859. 
y  tan . See margin for graph; translation  units left and 5 units up. Phase Shift: h  

Lesson 14-2
2

4 The phase shift is to the right since   0.
2

3 3
28.  ; y  ; no ★ 32. Draw a graph of the function y  2 cos (  50°)  2. How does this graph Exercises
4 4 3 State the amplitude, period, and phase shift for each function. Then graph the
amplitude; 360° compare to the graph of y  cos ? See margin for graph; translation 50° right
function.

1. y  2 sin (  60) 2. y  tan    
2 2

and 2 units up with an amplitude of  unit. 2; 360; 60 to the left no amplitude; ;  to the right

2
3 y y
State the vertical shift, amplitude, period, and phase shift of each function. Then 2 2

graph the function. 33–42. See pp. 811A–811N. 90

O
90 180 270 360
 O 
2
 3
2
2


2 2

33. y  2 sin [3(  45°)]  1 34. y  4 cos [2(  30°)]  5


3. y  3 cos (  45)
1
4. y   sin 3     
35. y  3 csc (  60°)  3.5 36. y  6 cot (  90°)  0.75
1 2 1 2 
2 3
3; 360; 45 to the right ; ;  to the right
2 3 y
2 3 3
y
1.0
2
1 2 0.5

37. y   cos (2  150°)  1 38. y   tan (6  135°)  4 O  O 

4 5 2
90 180 270 360 450
0.5

6

3

2
2
3
5
6


1.0

 2
39. y  3  2 sin 2   40. y  4  5 sec   
1
4 3 3 Gl NAME
/M G ______________________________________________
Hill 843 DATE ____________
GlPERIOD
Al _____
b 2

1 1 Skills
14-2 Practice,
Practice (Average)
p. 845 and
41. Graph y  3   cos  and y  3   cos (  ). How do the graphs compare? Practice, p.of 846 (shown)
2 2 Translations Trigonometric Graphs
State the vertical shift, amplitude, period, and phase shift for each function. Then
 3
42. Compare the graphs of y  sin    and y  cos   .
1 1 graph the function.

4 2 4 2
1
1. y   tan   
2  2  2. y  2 cos (  30)  3 3. y  3 csc (2  60)  2.5
no vertical shift; no 3; 2; 360; 30 2.5; no amplitude;

amplitude; ;  180; 60
43. MUSIC When represented on an oscilloscope, the note A above middle C has 4
y
2
6
y
4
y

1
Translations of period of . Which of the following can be an equation for an oscilloscope 2 4 O
90 180 270 360


trigonometric graphs 440 O   3 2


2 4

graph of this note? The amplitude of the graph is K. c

2 2
2 8
O 
180 360 540 720
can be used to describe 4 2 12

temperature trends. Visit a. y  K sin 220t b. y  K sin 440t c. y  K sin 880t

ECOLOGY For Exercises 4–6, use the following information.
www.algebra2.com/ The population of an insect species in a stand of trees follows the growth cycle of a
particular tree species. The insect population can be modeled by the function
webquest to continue ZOOLOGY For Exercises 44–46, use the following information. y  40  30 sin 6t, where t is the number of years since the stand was first cut in
November, 1920.
work on your WebQuest The population of predators and prey in a closed ecological system tends to vary 4. How often does the insect population reach its maximum level? every 60 yr

project. periodically over time. In a certain system, the population of owls O can be 5. When did the population last reach its maximum? 1995


 
6. What condition in the stand do you think corresponds with a minimum insect population?
represented by O  150  30 sin t where t is the time in years since Sample answer: The species on which the insect feeds has been cut.
10
BLOOD PRESSURE For Exercises 7–9, use the following information.
January 1, 2001. In that same system, the population of mice M can be represented Jason’s blood pressure is 110 over 70, meaning that the pressure oscillates between a maximum
 
by M  600  300 sin t  . 44. 180; 5 yr
of 110 and a minimum of 70. Jason’s heart rate is 45 beats per minute. The function that
represents Jason’s blood pressure P can be modeled using a sine function with no phase shift.
10 20 7. Find the amplitude, midline, and period in seconds of the function. 20; P  90; 1 s
1
3
44. Find the maximum number of owls. After how many years does this occur? 8. Write a function that represents Jason’s blood
pressure P after t seconds. P  20 sin 270t  90 Jason’s Blood Pressure
P

45. What is the minimum number of mice? How long does it take for the population 9. Graph the function. 120
100

of mice to reach this level? 300; 14.5 yr

Pressure
80
60
40

46. Why would the maximum owl population follow behind the population of 20

mice? See margin.

0 1 2 3 4 5 6 7 8 9 t
Time

Gl NAME
/M G ______________________________________________
Hill 846 DATE ____________
Gl PERIOD
Al _____
b 2
Reading
14-2 Readingto
to Learn
47. h  9  6 sin 47. TIDES The height of the water in a harbor rose to a maximum height of 15 feet Learn Mathematics
Mathematics, p. 847 ELL
Translations of Trigonometric Graphs

(t  1.5)  at 6:00 P.M. and then dropped to a minimum level of 3 feet by 3:00 A.M. Assume Pre-Activity How can translations of trigonometric graphs be used to show
9 that the water level can be modeled by the sine function. Write an equation that animal populations?
Read the introduction to Lesson 14-2 at the top of page 769 in your textbook.
represents the height h of the water t hours after noon on the first day. According to the model given in your textbook, what would be the estimated
rabbit population for January 1, 2005? 1200

Online Research Data Update Use the Internet or another resource to Reading the Lesson
find tide data for a location of your choice. Write a sine function to represent 1. Determine whether the graph of each function represents a shift of the parent function
to the left, to the right, upward, or downward. (Do not actually graph the functions.)
your data. Then graph the function. Visit www.algebra2.com/data_update to a. y  sin (  90) to the left b. y  sin   3 upward

learn more. 
c. y  cos    to the right

3  d. y  tan   4 downward

Lesson 14-2
www.algebra2.com/self_check_quiz Lesson 14-2 Translations of Trigonometric Graphs 775
2. Determine whether the graph of each function has an amplitude change, period change,
phase shift, or vertical shift compared to the graph of the parent function. (More than
one of these may apply to each function. Do not actually graph the functions.)
5
a. y  3 sin     6  amplitude change and phase shift

NAME ______________________________________________ DATE ____________ PERIOD _____ b. y  cos (2  70) period change and phase shift
Answer Enrichment,
14-2 Enrichment p. 848 c. y  4 cos 3 amplitude change and period change
1
d. y  sec    3 period change and vertical shift
46. Sample answer: When the prey (mouse) Translating Graphs of Trigonometric Functions
2


e. y  tan     1   phase shift and vertical shift
population is at its greatest the predator Three graphs are shown at the right:
y  3 sin 2
y
y = 3 sin 2
4


y  3 sin 2(  30)
f. y  2 sin     4  13 6  amplitude change, period change, phase shift,
will consume more and the predator y  4  3 sin 2
O
90° 180° 

y = 3 sin 2( – 30°)

and vertical shift

population will grow while the prey Replacing  with (  30) translates
the graph to the right. Replacing y
with y  4 translates the graph y + 4 = 3 sin 2
Helping You Remember
3. Many students have trouble remembering which of the functions y  sin (  ) and
population falls. 4 units down. y  sin (  ) represents a shift to the left and which represents a shift to the right.
Using   45, explain a good way to remember which is which.

Example Sample answer: Although sine curves are infinitely repeating periodic
Graph one cycle of y  6 cos (5  80)  2.
graphs, think of y  sin x starting a period or cycle at (0, 0). Then
Step 1 Transform the equation into y Step 2 y = 6 cos 5 y  sin (  45) “starts early” at (45), a shift of 45 to the left, while
the form y  k  a cos b(  h). 6
y  sin (  45) “starts late” at 45, a shift of 45 to the right.
y  2  6 cos 5(  16) O 72° 

Step 2 Sketch y  6 cos 5. –6

Lesson 14-2 Translations of Trigonometric Graphs 775

 48. CRITICAL THINKING The graph of y  cot  is a transformation of the graph of

4 Assess y  tan . Determine a, b, and h so that cot   a tan [b(  h)] for all values of 
for which each function is defined. a  1, b  1, h  

2

Open-Ended Assessment 49. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See pp. 811A–811N.
Writing Have students write a How can translations of trigonometric graphs be used to show animal
summary explaining how to use populations?
the equation for a trigonometric Include the following in your answer:
function to identify how its graph • a description of what each number in the equation
is shifted vertically and/or hori- 1
R  1200  250 sin t represents, and
zontally from its parent graph. 2
• a comparison of the graphs of y  a cos bx, y  a cos bx  k,
and y  a cos [b(x  h)].
Getting Ready for
Lesson 14-3 Standardized 50. Which equation is represented by the graph? B y
Test Practice A y  cot (  45°)
PREREQUISITE SKILL Students will 1
B y  cot (  45°)
find the value of a trigonometric O
C y  tan (  45°) 
function in Lesson 14-3. Students 90˚ 90˚
D y  tan (  45°)
should be familiar with values of 1
the sine, cosine, and tangent
functions for various reference
angles in order to determine the 51. Identify the equation for a sine function of period 90°, after a phase shift 20° to
the left. D
sign of the value. Use Exercises
A y  sin [0.25(  20°)] B y  sin [4(  20°)]
66–73 to determine your students’
C y  sin [0.25(  20°)] D y  sin [4(  20°)]
familiarity with reference angles.

Assessment Options Maintain Your Skills

Quiz (Lessons 14-1 and 14-2)
is available on p. 893 of the Mixed Review Find the amplitude, if it exists, and period of each function. Then graph each
function. (Lesson 14-1) 52–54. See margin.
Chapter 14 Resource Masters. 52. y  3 csc 

53. y  sin  54. y  3 tan 
2
2 3
Find each value. (Lesson 13-7)
Answers
55. sin Cos1  56. cos Cos1  57. Sin1 sin  58. cos Tan1 
2 4 5 3
3 7 6 4
52. amplitude: does not exist; period: 0.75 0.57 0.83 0.8
360 or 2 59. GEOMETRY Find the total number of diagonals that can be drawn in a
y decagon. (Lesson 12-2) 35
5
4 Solve each equation. Round to the nearest hundredth. (Lesson 10-4)
3
5a  13 60. 4x  24 2.29 61. 4.33x  1  78.5 0.66 62. 7x  2  53x 0.66
2 63. 
1 (a 2)(a  3)
O  3y 2  10y  5 Simplify each expression. (Lesson 9-4)
270˚180˚90˚ 90˚ 180˚ 270˚ 65.  3y  1
2 2(y  5)(y  3) 3 2
63.   
w  12 w4 1
64.     65.   
1

y  3 csc  3 a2 a3 4w  16 2w  8 4 2y  10 y2  2y  15
4
5
Getting Ready for PREREQUISITE SKILL Find the value of each function.
the Next Lesson (To review reference angles, see Lesson 13-3.)
53. amplitude: 1; period: 720 or 4 3 3  1
66. cos 150°  67. tan 135° 1 68. sin  1 69. cos  
2 3 2
2
5 3 2
y
5 70. sin () 0 71. tan –   72. cos 225°  73. tan 405° 1
6 3 2
4 
3 y  sin 2 776 Chapter 14 Trigonometric Graphs and Identities
2
1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚ 
2
54. amplitude: does not exist; y
3 10
3 period: 270 or  8
4 2
6
5
4
2

360˚ 180˚
O
180˚ 360˚ 
4
2 6
y  3 tan 3 
8
10

776 Chapter 14 Trigonometric Graphs and Identities

 Trigonometric Identities Lesson
Notes

• Use identities to find trigonometric values.

• Use trigonometric identities to simplify expressions.
1 Focus
Vocabulary can trigonometry be used to
• trigonometric identity model the path of a baseball? 5-Minute Check
A model for the height of a baseball Transparency 14-3 Use as
after it is hit as a function of time can be a quiz or review of Lesson 14-2.
determined using trigonometry. If the
ball is hit with an initial velocity of v Mathematical Background notes
feet per second at an angle of  from the are available for this lesson on
horizontal, then the height h of the ball
after t seconds can be represented by
page 760D.
sin 
h   2 t   t  h0, where
–16
2 
2
v cos  cos  ht can trigonometry be
h0 is the height of the ball in feet the  used to model the path
moment it is hit. of a baseball?
h0
Ask students:
• What assumptions are made
when using this function as a
FIND TRIGONOMETRIC VALUES In the equation above, the second term model for the height of the ball
sin  sin  above the ground? Sample

cos  
 t can also be written as (tan )t. t  (tan )t is an example of a
cos  answers: There is no wind; there is
trigonometric identity. A trigonometric identity is an equation involving
trigonometric functions that is true for all values for which every expression no friction as the ball passes
in the equation is defined. through the air; the ball does not
sin 
The identity tan    is true except for angle measures such as 90°, 270°,
hit an obstruction.
cos 
450°, …, 90°  180°  k. The cosine of each of these angle measures is 0, so none
• To hit the ball the farthest hori-
of the expressions tan 90°, tan 270°, tan 450°, and so on, are defined. An identity zontal distance, is it better for
cos 
similar to this is cot   . the angle  to be a large angle
sin  or a small angle? Answers will
These identities are sometimes called quotient identities. These and other basic
trigonometric identities are listed below.
vary. Ignoring friction, an angle
measure of 45 will result in the
farthest horizontal distance.
Basic Trigonometric Identities
sin  cos 
• What might be a reasonable
Quotient Identities tan    cot   
cos  sin  value for h0? Sample answer: 3 ft
1 1 1
Reciprocal Identities csc    sec    cot   
sin  cos  tan 

cos2  sin2 1

Pythagorean Identities tan2   1  sec2 
cot2   1  csc2 

You can use trigonometric identities to find values of trigonometric functions.

Lesson 14-3 Trigonometric Identities 777

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters Graphing Calculator and 5-Minute Check Transparency 14-3
• Study Guide and Intervention, pp. 849–850 Spreadsheet Masters, p. 54 Answer Key Transparencies
• Skills Practice, p. 851
• Practice, p. 852 Technology
• Reading to Learn Mathematics, p. 853 Interactive Chalkboard
• Enrichment, p. 854

Lesson x-x Lesson Title 777

 Example 1 Find a Value of a Trigonometric Function
2 Teach 3
a. Find cos  if sin    and 90°

180°.
5
FIND TRIGONOMETRIC cos2   sin2   1 Trigonometric identity
VALUES cos2   1  sin2  Subtract sin2  from each side.
3 2
cos2   1   3
Substitute  for sin .
Teaching Tip You can use the 5 5

familiar definitions of sine, cosine, 9 3

cos   1  
2 Square .
5
25
and tangent as the ratios of the
16
opposite side, adjacent side, and cos   
2 Subtract.
25
hypotenuse of a right triangle to 4
sin  cos    Take the square root of each side.
show why   tan . 5
cos 
4
Since  is in the second quadrant, cos  is negative. Thus, cos   .
5
In-Class Example Power
Point® 1
b. Find csc  if cot    and 270°

360°.
4
1 cot2   1  csc2  Trigonometric identity
a. Find tan  if sec   2 and 1 2
 
  1  csc2  1
Substitute  for cot .
4 4
180    270. tan   3 1 1
1   1  csc2  Square .
b. Find sin  if cos    and 16 4
2 17
3    csc2  Add.
90    180. sin    16
2

17
  csc  Take the square root of each side.
4

17
Since  is in the fourth quadrant, csc  is negative. Thus, csc   .
4
SIMPLIFY EXPRESSIONS
In-Class Example Power
Point®
SIMPLIFY EXPRESSIONS Trigonometric identities can also be used
to simplify expressions containing trigonometric functions. Simplifying an
2 Simplify sin  (csc   sin ). expression that contains trigonometric functions means that the expression is
cos2  written as a numerical value or in terms of a single trigonometric function,
if possible.

Example 2 Simplify an Expression

csc2   cot2 
Simplify .
cos 
 1 c o s2 
 
csc2   cot2  sin2  sin2 
   cos 
1 2
csc2   2 , cot   
2
cos  cos  sin  sin 
2

1  cos2 

sin2 
 
cos  Add.

sin2 

sin2 
  1  cos2   sin2 
cos 
1 sin2 
   1
cos  sin2 
1
 sec    sec 
cos 

778 Chapter 14 Trigonometric Graphs and Identities

Differentiated Instruction
Logical Have students work in groups of three. Ask each group to
choose one of the identities in the Key Concept box on p. 777 and
work together to demonstrate that it is true. Students should verify their
results using the definitions of sine, cosine, and tangent in terms of the
sides of a right triangle.

778 Chapter 14 Trigonometric Graphs and Identities

 Example 3 Simplify and Use an Expression In-Class Example Power
Point®
BASEBALL Refer to the application at the beginning of the lesson. Rewrite the
equation in terms of tan . 3 BASEBALL Refer to the appli-
16 sin 
h    
 t2   t  h0
v2 cos2  cos   Original equation cation at the beginning of the
lesson. Rewrite the equation
16
2 
  2 t  t  h0
1 2 sin 
Factor. in terms of sec .
v cos  cos 
16
16 h  
2 (sec )t 
2 2
2 
2 t  (tan )t  h0
1 sin 
  2   tan  v
v cos  cos 

16 1 1
(  1 )t  h0
sec2 
 
2 (sec )t  (tan )t  h0
2 2 Since   sec , 
cos  2  sec2 .
cos 
v
16
 
2 (1  tan )t  (tan )t  h0 sec   1  tan 
2 2 2 2
v

Thus, 
2 
16
2
v cos 
sin 
2 t  t  h0  
16
2 (1  tan )t  (tan )t  h0.
cos 
2
v
2 3 Practice/Apply
Study Notebook
Have students—
Concept Check 1. Describe how you can determine the quadrant in which the terminal side of
• add the definitions/examples of
1
13. See margin. angle  lies if sin   .
4 the vocabulary terms to their
2. Explain why the Pythagorean identities are so named.
Vocabulary Builder worksheets for
3. OPEN ENDED Explain what it means to simplify a trigonometric expression. Chapter 14.
Guided Practice Find the value of each expression.
• record the basic trigonometric
1 3 3 identities from the Key Concept
GUIDED PRACTICE KEY 4. tan , if sin   ; 90°    180°  5. csc , if cos   ; 180°    270° 5
2 3 5  box on p. 777.
Exercises Examples 4
4 3 • include any other item(s) that they
6. cos , if sin   ; 0°    90°  7. sec , if tan   1; 270°    360°
4–7 1 5 5
9–11 2 2 find helpful in mastering the skills
12 3 Simplify each expression.
in this lesson.
8. csc  cos  tan  1 9. sec2   1 tan2 
tan 
10.  sec  11. sin  (1  cot2 ) csc 
sin 

Application 12. PHYSICAL SCIENCE When a person moves along a circular path, the body
leans away from a vertical position. The nonnegative acute angle that the body
makes with the vertical is called the angle of inclination and is represented by the About the Exercises…
v2
equation tan   , where R is the radius of the circular path, v is the speed Organization by Objective
gR
of the person in meters per second, and g is the acceleration due to gravity, • Find Trigonometric Values:
9.8 meters per second squared. Write an equivalent expression using sin  13–24
and cos . sin   cos  v2 • Simplify Expressions: 25–36
gR
Odd/Even Assignments
Practice and Apply Exercises 13–36 are structured
so that students practice the
Practice and Apply Find the value of each expression. same concepts whether they
15. 5 1 2 5
13. tan , if cot   2; 0°    90°  14. sin , if cos   ; 0°    90°  are assigned odd or even
2 3 3
16. 22 problems.
15. sec , if tan   2; 90°    180° 16. tan , if sec   3; 180°    270°
www.algebra2.com/extra_examples Lesson 14-3 Trigonometric Identities 779
Assignment Guide
Basic: 13–35 odd, 37–41, 43–58
Answers Average: 13–35 odd, 37–41,
1. Sample answer: The sine 2. Sample answer: 3. Sample answer: Simplify- 43–58
function is negative in the Pythagorean identities are ing a trigonometric Advanced: 14–36 even, 37–54
third and fourth quadrants. derived by applying the expression means writing (optional: 55–58)
Therefore, the terminal Pythagorean Theorem to the expression as a numer- All: Practice Quiz 1 (1–5)
side of the angle must lie trigonometric concepts. ical value or in terms of a
in one of those two single trigonometric
quadrants. function, if possible.

Lesson 14-3 Trigonometric Identities 779

 Study
14-3
NAME ______________________________________________ DATE

Guide
Study andIntervention
Guide and Intervention,
____________ PERIOD _____
Homework Help Find the value of each expression.
p. 849 (shown) and p. 850 For See 3 5 5 3
Trigonometric Identities Exercises Examples 17. csc , if cos   ; 90°    180°  18. cos , if sec   ; 270°    360° 
Find Trigonometric Values A trigonometric identity is an equation involving 5 4 3 5
13–24 1
3
trigonometric functions that is true for all values for which every expression in the equation
1  2
19. cos , if sin   ; 0°    90°  20. csc , if cos   ; 180°    270°
is defined.

tan   
sin  cos 
cot   
25–36 2
Basic
Quotient Identities
cos 
1
sin 
1 1 37–43 3 2 2 3
Trigonometric Reciprocal Identities csc    sec    cot   
sin  cos  tan 
Identities
4 3 5
Pythagorean Identities cos2   sin2   1 tan2   1  sec2  cot2   1  csc2 
21. tan , if cos   ; 0°    90°  22. cos , if csc   ; 270°    360°
Extra Practice 5 4 3
Example Find the value of cot  if csc   ; 180

270.
11
5 See page 860. 3
cot2   1  csc2 
cot2   1   
11 2
Trigonometric identity


23. sec , if sin   ; 90°    180° 24. sin , if tan   4; 180°    270°
5
11
Substitute  for csc .
5 4
121
cot2   1   11
Square .
4 7 4 17
25
 
5


96
cot2    Subtract 1 from each side.
3 5 7 17
20.  
25
cot   
46
Take the square root of each side.
Simplify each expression.
5
5
25. cos  csc  cot 
46
Since  is in the third quadrant, cot  is positive, Thus cot   .
5
4 26. tan  cot  1
22. 
Exercises 5 27. sin  cot  cos  28. cos  tan  sin 

Lesson 14-3
Find the value of each expression.
1 3


30. 3(tan2   sec2 ) 3

1. tan , if cot   4; 180    270  2. csc , if cos   ; 0    90 2
4 2
29. 2(csc2  cot2 ) 2
3 4 1 32
4. sec , if sin   ; 0    90 

cos  csc  sin  csc 
31.  cot2  32.  tan 
3. cos , if sin   ; 0    90 
5 5 3 4
tan  cot 
4 3 3 3
10
5. cos , if tan   ; 90    180  6. tan , if sin   ; 0    90 
1  cos2  1  sin2 
cot2 
3 5 7 20
33.  1 34. 
8 13

sin2  sin2 
7 6
7. sec , if cos   ; 90    180  8. sin , if cos   ; 270    360 
8 7 7 7
sin   cos  2 2 tan   sin 
2 2
35.  2 csc2 
sin 
36.  2 
tan  sin 
2 1
12 9
9. cot , if csc   ; 90    180 10. sin , if csc   ; 270    360
5 4
1  19 4
 
5 9

Gl NAME
/M G ______________________________________________
Hill 849 DATE ____________
GlPERIOD
Al _____
b 2
AMUSEMENT PARKS For Exercises 37–39, use the following information.
Skills
14-3 Practice,
Practice (Average)
p. 851 and Suppose a child is riding on a merry-go-round and is seated on an outside horse.
Practice, p. Identities
Trigonometric 852 (shown) The diameter of the merry-go-round is 16 meters.
Find the value of each expression. 1
5
1. sin , if cos    and 0    90
15
2. sec , if sin    and 180    270
37. If the sine of the angle of inclination of the child is , what is the angle of
12
13
17
17 5
 
13 8
inclination made by the child? Refer to Exercise 12 for information on the angle
3 1
3. cot , if cos    and 270    360
391


10
4. sin , if cot    and 0    90
25 

2 of inclination. about 11.5°
91 5

5
2
3
5. cot , if csc    and 180    270 6. sec , if csc   8 and 270    360
87 
38. What is the velocity of the merry-go-round? about 4 m/s
 
2 21

7. sec , if tan   4 and 180    270

1
8. sin , if tan    and 270    360
2
39. If the speed of the merry-go-round is 3.6 meters per second, what is the value of
17

5

5 the angle of inclination of a rider? about 9.4°
2 1
9. cot , if tan    and 0    90 10. cot , if cos    and 270    360
5 3
5  2
 
2 4
LIGHTING For Exercises 40 and 41, use the following information.
Simplify each expression.

11. csc  tan  sec x 12. 

sin2 
cos2  13. sin2  cot2  cos2 
The amount of light that a source provides to a surface is called the illuminance. The
2tan 

Amusement Parks illuminance E in foot candles on a surface is related to the distance R in feet from
csc2   cot2  csc   sin 
14. cot2   1 csc2  15.  csc2  16.  cot 
cos  I
the light source. The formula sec   2 , where I is the intensity of the light
2 1  cos 
The oldest operational
17. sin   cos  cot 
cos 
18.   
cos 
19. sec2  cos2   tan2 
ER
1  sin  1  sin  carousel in the United
csc  2 tan  sec2  source measured in candles and  is the angle between the light beam and a line
States is the Flying Horse
20. AERIAL PHOTOGRAPHY The illustration shows a plane taking
Carousel at Martha’s perpendicular to the surface, can be used in situations in which lighting is
an aerial photograph of point A. Because the point is directly below
the plane, there is no distortion in the image. For any point B not 
Vineyard, Massachusetts. important.
directly below the plane, however, the increase in distance creates
I cos 
distortion in the photograph. This is because as the distance from
Source: Martha’s Vineyard 40. Solve the formula in terms of E. E  
the camera to the point being photographed increases, the
exposure of the film reduces by (sin )(csc   sin ). Express
Preservation Trust R2
(sin )(csc   sin ) in terms of cos  only. cos2  A B
I tan  cos 
41. Is the equation in Exercise 40 equivalent to R2  ? Explain.
21. TSUNAMIS The equation y  a sin t represents the height of the waves passing a
I tan  cos  I sin  E
buoy at a time t in seconds. Express a in terms of csc t. a  y csc t
No; R   simplifies to E   
2 .
E R2
Gl NAME
/M G ______________________________________________
Hill 852 DATE ____________
Gl PERIOD
Al _____
b 2 ELECTRONICS For Exercises 42 and 43, use the following information.
Reading
14-3 Readingto
to Learn
Learn Mathematics When an alternating current of frequency ƒ and a peak current I pass through a
Mathematics, p. 853 ELL
Trigonometric Identities resistance R, then the power delivered to the resistance at time t seconds is
Pre-Activity How can trigonometry be used to model the path of a baseball?
Read the introduction to Lesson 14-3 at the top of page 777 in your textbook.
P  I2R  I2R cos2 (2ft).
Suppose that a baseball is hit from home plate with an initial velocity of
58 feet per second at an angle of 36 with the horizontal from an initial 42. Write an expression for the power in terms of sin2 2ft. P  I 2R sin2 2ft
height of 5 feet. Show the equation that you would use to find the height of
the ball 10 seconds after the ball is hit. (Show the formula with the I 2R
appropriate numbers substituted, but do not do any calculations.)
43. Write an expression for the power in terms of tan2 2ft. P  I 2R  
h  
2 2  58 16
102   10  5
cos 36   cos 36 
sin 36
1  tan 2 2ft
Reading the Lesson
3 sin  sec  9
1. Match each expression from the list on the left with an expression from the list on the 44. CRITICAL THINKING If tan   , find . 
right that is equal to it for all values for which each expression is defined. (Some of the
expressions from the list on the right may be used more than once or not at all.)
4 cot  16
1
a. sec2   tan2  iii i. 
sin  780 Chapter 14 Trigonometric Graphs and Identities
b. cot2   1 v ii. tan 

sin 
c.  ii iii. 1
cos 

d. sin2   cos2  iii iv. sec  NAME ______________________________________________ DATE ____________ PERIOD _____

e. csc  i v. csc2 

1
Enrichment,
14-3 Enrichment p. 854
f.  iv vi. cot 
cos 
cos  Planetary Orbits
g.  vi
sin 
The orbit of a planet around the sun is an ellipse with
2. Write an identity that you could use to find each of the indicated trigonometric values
the sun at one focus. Let the pole of a polar coordinate
and tell whether that value is positive or negative. (Do not actually find the values.) r
system be that focus and the polar axis be toward the
4 sin  
a. tan , if sin    and 180    270 tan   ; positive other focus. The polar equation of an ellipse is
5 cos 
Polar Axis
2ep b2
b. sec , if tan   3 and 90    180 tan2   1  sec2 ; negative r  . Since 2p    and b2  a2  c2,
1  e cos  c

Helping You Remember

a2  c2 a2 c2
 c
2p     1  2 . Because e  ,
c c a a

 ac   ac    a1e(1  e2).
2
3. A good way to remember something new is to relate it to something you already know. 2p  a  1  
How can you use the unit circle definitions of the sine and cosine that you learned in
Chapter 13 to help you remember the Pythagorean identity cos2   sin2   1? Therefore 2ep  a(1  e2). Substituting into the polar equation of an
Sample answer: On a unit circle, x  cos  and y  sin . The equation of ellipse yields an equation that is useful for finding distances from the
the unit circle is x 2  y 2  1, so this is equivalent to the equation planet to the sun.
cos2   sin2   1.
a(1  e2)
r  
1  e cos 
Note that e is the eccentricity of the orbit and a is the length of the

780 Chapter 14 Trigonometric Graphs and Identities

 45. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See margin.
How can trigonometry be used to model the path of a baseball?
4 Assess
Include the following in your answer:
Open-Ended Assessment
• an explanation of why the equation at the beginning of the lesson is the
16 sec2  Speaking Have students explain
same as y  
2 x2  (tan )x  h0, and how to rewrite and simplify
v
• examples of how you might use this equation for other situations. expressions using trigonometric
identities, using an example they
Standardized 46. If sin x  m and 0  x  90°, then tan x  B worked during the lesson.
Test Practice A
1
 . B
m
 . C
1  m2
. D
m
2 .
m2 
1  m2 m 1m
1 1
Getting Ready for
47.     A
1  sin x 1  sin x Lesson 14-4
A 2 sec2 x B  sec2 x C 2 csc2 x D csc2 x PREREQUISITE SKILL Students will
verify trigonometric identities in
Maintain Your Skills Lesson 14-4 by rewriting them
using the properties of equality.
Mixed Review State the vertical shift, equation of the midline, amplitude, and period for each
Use Exercises 55–58 to determine
function. Then graph the function. (Lesson 14-2)
12; y  12; your students’ familiarity with
48–49. See margin 48. y  sin   1 1; y  1; 1; 360° 49. y  tan   12
no amplitude; 180° the properties of equality.
for graphs.
Find the amplitude, if it exists, and period of each function. Then graph each
function. (Lesson 14-1) 50–52. See pp. 811A–811N.
1 Assessment Options
50. y  csc 2 51. y  cos 3 52. y   cot 5
3 Practice Quiz 1 The quiz
1
53. Find the sum of a geometric series for which a1  48, an  3, and r  . provides students with a brief
2
(Lesson 11-4) 93 review of the concepts and skills
54. Write an equation of a parabola with focus at (11, 1) and whose directrix is y  2.
in Lessons 14-1 through 14-3.
(Lesson 8-2) y  1(x  11)2  1 Lesson numbers are given to the
6 2 right of the exercises or instruc-
Getting Ready for PREREQUISITE SKILL Name the property illustrated by each statement. tion lines so students can review
the Next Lesson (To review properties of equality, see Lesson 1-3.) 55. Symmetric () concepts not yet mastered.
55. If 4  8  12, then 12  4  8. 56. If 7  s  21, then s  14. Subt. ()
57. If 4x  16, then 12x  48. 58. If q  (8  5)  32, then q  13  32.
Multiplication () Substitution ()

P ractice Quiz 1 Lessons 14-1 through 14-3

3 1
1. Find the amplitude and period of y   sin . Then graph the function. 1–2. See pp. 811A–811N for
4 2
(Lesson 14-1) 3, 720° or 4 graphs.
4
2. State the vertical shift, amplitude, period, and phase shift for
 
y  2 cos     5. Then graph the function. (Lesson 14-2) 5, 2, 8, 
1
4 4 4
Answers
Find the value of each expression. (Lesson 14-3)
4 3 48. y
3. cos , if sin   ; 90°    180°  5
5 5 4
2 
13
4. csc , if cot   ; 270°    360°  3
3 3 2
1 5 1
5. sec , if tan   ; 0°    90° 
2 2 O 
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
2
3
www.algebra2.com/self_check_quiz Lesson 14-3 Trigonometric Identities 781
4 y  sin   1
5

Answer 49. y
20
45. Sample answer: You can use equations to find the height and the horizontal distance of a
15
baseball after it has been hit. The equations involve using the initial angle the ball makes
with the ground with the sine function. Answers should include the following information. 10

• Both equations are quadratic in nature with a leading negative coefficient. Thus, both 5
are inverted parabolas which model the path of a baseball.
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
• model rockets, hitting a golf ball, kicking a rock
y  tan   12 5

Lesson 14-3 Trigonometric Identities 781

 Lesson Verifying
Notes Trigonometric Identities
• Verify trigonometric identities by transforming one side of an equation into the

1 Focus form of the other side.

• Verify trigonometric identities by transforming each side of the equation into
the same form.
5-Minute Check
can you verify trigonometric identities?
Transparency 14-4 Use as
a quiz or review of Lesson 14-3. Examine the graphs of y  tan2   sin2 
and y  tan2  sin2 . Recall that when the 0.8

Mathematical Background notes graphs of two functions coincide, the 0.6

are available for this lesson on functions are equivalent. However, the graphs 0.4
only show a limited range of solutions. It is 0.2
p. 760D. not sufficient to show some values of  and
conclude that the statement is true for all 2   2 
0.2
can you verify trigono- values of . In order to show that the equation y  tan   sin2 
2
0.4
metric identities? tan2   sin2   tan2  sin2  for all values of y  (tan2 )(sin2 )
, you must consider the general case.
Ask students:
• Can you give an example of
two functions in x whose Study Tip TRANSFORM ONE SIDE OF AN EQUATION You can use the basic
values are equal for some trigonometric identities along with the definitions of the trigonometric functions to
Common verify identities. For example, if you wish to show that tan2   sin2   tan2  sin2 
values of x but not all? Sample Misconception is an identity, you need to show that it is true for all values of .
answer: y  x and y  | x | are the You cannot perform
Verifying an identity is like checking the solution of an equation. You must
same for x 0 but not for x
0. operations to the
simplify one or both sides of an equation separately until they are the same. In many
quantities from each side
• Why is it not sufficient to show of an unverified identity cases, it is easier to work with only one side of an equation. You may choose either
as you do with equations. side, but it is often easier to begin with the more complicated side of the equation.
that two functions have equal Transform that expression into the form of the simpler side.
Until an identity is verified
values for specific values of x it is not considered an
when trying to justify that two equation, so the
Example 1 Transform One Side of an Equation
properties of equality
functions are equivalent? The do not apply.
functions might have equal values Verify that tan2   sin2   tan2  sin2  is an identity.
for some values of x but not others. Transform the left side.
tan2   sin2   tan2  sin2  Original equation
sin2  sin  2
  sin2   tan2  sin2  tan2   
cos2  cos 
2

sin2  sin2  cos2 

    tan2  sin2  Rewrite using the LCD, cos2 .
cos2  cos2 
sin2   sin2  cos2 

cos2 
 tan2  sin2  Subtract.

sin2  (1  cos2 )

cos2 
 tan2  sin2  Factor.
sin2  sin2 
  tan2  sin2  1  cos2   sin2 
cos2 
sin2  sin2  ab a b
    tan2  sin2      
cos2  1 c c 1
sin2 
tan2  sin2   tan2  sin2  
cos2 
 tan 

782 Chapter 14 Trigonometric Graphs and Identities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters 5-Minute Check Transparency 14-4
• Study Guide and Intervention, pp. 855–856 Answer Key Transparencies
• Skills Practice, p. 857
• Practice, p. 858 Technology
• Reading to Learn Mathematics, p. 859 Alge2PASS: Tutorial Plus, Lesson 28
• Enrichment, p. 860 Interactive Chalkboard
• Assessment, pp. 893, 895
 Standardized Example 2 Find an Equivalent Expression
Test Practice Multiple-Choice Test Item 2 Teach
sin   –  
1 cos  TRANSFORM ONE SIDE OF
sin  cot 
AN EQUATION
A cos  B sin  C cos2  D sin2 
In-Class Examples Power
Point®
Read the Test Item
Find an expression that is equal to the given expression. 1 Verify that csc  cos  tan   1
is an identity.
Solve the Test Item csc  cos  tan   1
Write a trigonometric identity by using the basic trigonometric identities and the 1 sin 
  cos     1
definitions of trigonometric functions to transform the given expression to match sin  cos 
one of the choices.
11
 
cos  1 cos 
1
sin      sin  
sin  cot  sin 
 
cos
 
cos 
cot   
sin  2
csc 
  tan   A
sin  cos 
1  sin 
cos  sin 
 sin     Simplify.
1 A cot  B 
sin  cos  cos2 
C0 D cos2 
 sin    sin 
1
Simplify.
sin 
Test-Taking Tip
Verify your answer by  1  sin2  Distributive property.
choosing values for .  cos2  1  sin2   cos2  TRANSFORM BOTH SIDES
Then evaluate the original
OF AN EQUATION
expression and compare to cos 
Since sin      cos2 , the answer is C.
1
your answer choice. sin  cot 
In-Class Example Power
Point®

3 Verify that csc   sec  

TRANSFORM BOTH SIDES OF AN EQUATION Sometimes it is easier to 1  cot 
transform both sides of an equation separately into a common form. The following  is an identity.
cos 
suggestions may be helpful as you verify trigonometric identities. 1  cot 
csc   sec   
• Substitute one or more basic trigonometric identities to simplify an expression. cos 
• Factor or multiply to simplify an expression. cos 
1 1 1 
sin 
• Multiply both the numerator and denominator by the same trigonometric     
sin  cos  cos 
expression.
cos 
• Write both sides of the identity in terms of sine and cosine only. Then simplify sin  1  
sin  

cos   sin 
each side as much as possible.   
sin  cos  sin  cos 
Example 3 Verify by Transforming Both Sides cos   sin  sin   cos 
  
Verify that sec2   tan2   tan  cot  is an identity. sin  cos  sin  cos 

sec2   tan2   tan  cot  Original equation

1 
sin2 sin  cos 

cos2 
 
cos2 
    

1  sin2 
cos  sin 
Express all terms using sine and cosine.
3 Practice/Apply
 1 Subtract on the left. Multiply on the right.
cos2 
cos2 
 1 1  sin2   cos2 
cos2 
11 Simplify the left side.
Study Notebook
Have students—
www.algebra2.com/extra_examples Lesson 14-4 Verifying Trigonometric Identities 783 • add the definitions/examples of
the vocabulary terms to their
Vocabulary Builder worksheets for
Standardized Example 2 Urge students Chapter 14.
to read slowly and carefully • include any other item(s) that they
Test Practice so they do not mistake cot
for cos or csc for cos. In
find helpful in mastering the skills
addition, students may find the correct answer, cos2 , in this lesson.
but choose choice A because they did not notice the
difference between cos2  and cos .

Lesson 14-4 Verifying Trigonometric Identities 783

 About the Exercises…
Organization by Objective Concept Check 1. Explain the steps used to verify the identity sin  tan   sec   cos .
1–3. See pp. 811A– 2. Describe the various methods you can use to show that two trigonometric
• Transform One Side of an expressions form an identity.
Equation: 1124, 2630 811N.
3. OPEN ENDED Write a trigonometric equation that is not an identity. Explain
• Transform Both Sides of an how you know it is not an identity.
Equation: 25
Odd/Even Assignments Guided Practice Verify that each of the following is an identity. 49. See pp. 811A–811N.
Exercises 1130 are structured GUIDED PRACTICE KEY 4. tan  (cot   tan )  sec2  5. tan2  cos2   1  cos2 
so that students practice the Exercises Examples cos2 1  tan  2
6.   1  sin  7.   tan2 
1  sin  csc 
2
same concepts whether they 4, 6–10 1, 2
5 3 sin  1 sec   1 tan 
are assigned odd or even 8.    9.   
sec  tan   cot  tan  sec   1
problems.
sec   csc 
Alert! Exercises 3742 require Standardized 10. Which expression is equivalent to ? D
1  tan 
a graphing calculator. Test Practice
A sin  B cos  C tan  D csc 

Assignment Guide
Basic: 1131 odd, 3336, Practice and Apply
4354
Homework Help Verify that each of the following is an identity. 11–28. See pp. 811A–811N.
Average: 1131 odd, 3336, For See 11. cos2   tan2  cos2   1 12. cot  (cot   tan )  csc2 
Exercises Examples
4354 (optional: 3742) 11–24, 1, 2 13. 1  sec2  sin2   sec2  14. sin  sec  cot   1
26–32
Advanced: 1230 even, 25 3
1  cos 
15.   (csc   cot )2
1  2 cos  2
16.   tan   cot 
3150 (optional: 5154) 1  cos  sin  cos 
Extra Practice cot   csc  1  tan 
17. cot  csc    18. sin   cos   
See page 860. sin   tan  sec 
sec  sin  sin  1  cos 
19.     cot  20.     2 csc 
4 Assess sin 
1  sin 
21.   
sin 
cos 
cot2 
csc   1
1  cos 
1  tan 
22.   
1  cot 
sin 
cos 
sin 

Open-Ended Assessment 1
23. 
1
  1
1
24. 1    
tan2 
sec 
2 2 csc  cos  sec   1
Speaking Have students explain
25. 1  tan4   2 sec2   sec4  26. cos4   sin4   cos2   sin2 
some of the techniques they have
1  cos  sin  cos  cos 
seen or used to verify trigono- 27.    28.     2 sec 
sin  1  cos  1  sin  1  sin 
metric identities in this lesson.
29. Verify that tan  sin  cos  csc2   1 is an identity. See pp. 811A–811N.
sin2 
Getting Ready for 30. Show that 1  cos  and  form an identity. See pp. 811A–811N.
1  cos 
Lesson 14-5 PHYSICS For Exercises 31 and 32, use the following information.
PREREQUISITE SKILL Students If an object is propelled from ground level, the maximum height that it reaches is
will simplify radical expressions v2 sin2 
given by h  , where  is the angle between the ground and the initial
2g
in the process of using the Sum path of the object, v is the object’s initial velocity, and g is the acceleration due to
and Difference of Angles gravity, 9.8 meters per second squared.
Formulas in Lesson 14-5. Use v2 sin2  v2 tan2 
Exercises 51–54 to determine 31. Verify the identity   
2 . See pp. 811A–811N.
2g 2g sec 
your students’ familiarity with 32. A model rocket is launched with an initial velocity of 110 meters per second at an
simplifying radical expressions. angle of 80° with the ground. Find the maximum height of the rocket. 598.7 m
784 Chapter 14 Trigonometric Graphs and Identities
Assessment Options
Quiz (Lessons 14-3 and 14-4)
is available on p. 893 of the
Differentiated Instruction
Chapter 14 Resource Masters.
Mid-Chapter Test (Lessons 14-1 Interpersonal Have groups or pairs of students work together to verify
through 14-4) is available on some of the identities in Exercises 4–9. Have students record the tech-
p. 895 of the Chapter 14 Resource niques they found helpful. Ask students to compare their list of techniques
to the list of suggestions given above Example 3 on p. 783.
Masters.

784 Chapter 14 Trigonometric Graphs and Identities

 33. CRITICAL THINKING Present a logical argument for why the identity Study Guide
NAME ______________________________________________ DATE

andIntervention
Intervention,
____________ PERIOD _____

 14-4 Study Guide and

sin1 x  cos1 x   is true when 0  x  1. See margin. p. 855 (shown) and p. 856
2 Verifying Trigonometric Identities
Transform One Side of an Equation Use the basic trigonometric identities along
with the definitions of the trigonometric functions to verify trigonometric identities. Often it
34. WRITING IN MATH Answer the question that was posed at the beginning of is easier to begin with the more complicated side of the equation and transform that
expression into the form of the simpler side.
the lesson. See pp. 811A–811N.
Example Verify that each of the following is an identity.
How can you verify trigonometric identities? sin 
a.   sec   cos 
cot 
tan 
b.   cos   sec 
csc 
Transform the left side.
Include the following in your answer: sin 
  sec   cos 
Transform the left side.
tan 
cot    cos   sec 
csc 
• an explanation of why you cannot perform operations to each side of an sin 



1
cos   cos   cos 
sin 

cos 
sin    cos   sec 
unverified identity, sin2  1
    cos 

1
sin 
cos  cos  sin2 
  cos   sec 
• an explanation of how you can tell if two expressions are equivalent, and sin2  1
  cos 
cos 
cos 
sin2   cos2 
  sec 
cos2  cos 
  cos 
• an explanation of why you cannot use the graphs of two equations to verify cos 
cos   cos 
1
  sec 
cos 
an identity. sec   sec 

Exercises

Standardized 35. Which of the following is not equivalent to cos ? D

Verify that each of the following is an identity.

1. 1  csc2   cos2   csc2 

sin 
2.     
1  cos  3
cot 
1  cos 
1  cos3 
sin 
Test Practice A 
cos 
 B
1  sin2 
 C cot  sin  D tan  csc 
12
1
 cos2   csc2 
sin    
sin 
cos 
sin (1  cos )   (1  cos )
1  cos3 
cos2   sin2  cos  sin2   cos2 
 csc2 
(1  cos )(1  cos ) sin3 

Lesson 14-4

sin2  cos  cos2 
sin   sin   cos     
1 sin  sin  1  cos3 
  csc2    
sin2  1  cos2  sin3 
36. Which of the following is equivalent to sin   cot  cos ? B csc2   csc2  sin2   sin2  cos   cos   cos2 
    
sin  1  cos3 
  
1 sin   cos  sin2  3sin 
A 2 sin  B  C cos2  D  sin2   cos2   cos (sin2   1)

1  cos3 
 
sin  sin2  sin3  sin3 
1  cos (cos2 ) 1  cos3 
  
sin3  sin3 
1  cos3  1  cos3 
  
sin3  sin3 
Graphing VERIFYING TRIGONOMETRIC IDENTITIES You can determine whether or not an
Gl NAME
/M G ______________________________________________
Hill 855 DATE ____________
GlPERIOD
Al _____
b 2

Calculator equation may be a trigonometric identity by graphing the expressions on either side Skills
14-4 Practice,
Practice (Average)
p. 857 and
of the equals sign as two separate functions. If the graphs do not match, then the Practice, p. 858 (shown)
Verifying Trigonometric Identities
equation is not an identity. If the two graphs do coincide, the equation might be an Verify that each of the following is an identity.
cos2 
37–42. See pp. 811A– identity. The equation has to be verified algebraically to ensure that it is an identity. 1. 
2
sin2   cos2 
 sec2 
cos 
2.  1
1  sin 
2

sin2   cos2  cos2 

811N for graphs. Determine whether each of the following may be or is not an identity.

cos2 
1
 sec2  
1  sin2 
cos2 
1
  sec2   1
cos2  cos2 
37. cot x  tan x  csc x cot x is not 38. sec2 x  1  sin2 x sec2 x may be sec2   sec2  11

3. (1  sin )(1  sin )  cos2  4. tan4   2 tan2   1  sec4 

1 (1  sin )(1  sin )   tan4   2 tan2   1  sec4 
39. (1  sin x)(1  sin x)  cos2x may be 40.   csc x  sin x may be 1  sin2  
cos2
cos2  (tan2   1)2  sec4 
sec x tan x cos2   cos2  (sec2 )2  sec4 
sec4   sec4 
sec x 2 1 1
41.   sec x csc x may be 42.     1 is not
tan x sec x csc x 5. cos2  cot2   cot2   cos2  6. (sin2 )(csc2   sec2 )  sec2 
cos2  cot2   cot2   cos2  (sin2 )(csc2   sec2 )  sec2 
cos2 
cos2  cot2   
2  cos2 
sin  (sin2 ) 
2 sin1
 
2  sec2 

1
cos  
cos   cos  sin 
2 2 2
cos2  cot2    sin2 
2 sin  1    sec2 
2 cos 
Maintain Your Skills cos2  cot2
(cos2 )(1  sin2 )
  
sin2 
cos2  cos2 
1 tan2   sec2 
sec2   sec2 
cos2  cot2     
1 sin2 
cos2  cot2   cos2  cot2 
Mixed Review Find the value of each expression. (Lesson 14-3)
5 1 5 2
7. PROJECTILES The square of the initial velocity of an object launched from the ground is

44.  43. sec , if tan   ; 0°    90°  44. cos , if sin   ; 180°    270° v2  
2gh
2 , where  is the angle between the ground and the initial path, h is the
sin 
3 2 2 3 maximum height reached, and g is the acceleration due to gravity. Verify the identity
2gh 2gh sec2 
   .
 
sin2  sec2   1
193 7 3
45. 
2gh 2gh sec2 
45. csc , if cot   ; 90°    180° 46. sin , if cos   ; 270°    360°
2gh 2gh 2gh
        
sin2  1  cos2  1  
1 sec2   1

sec2   1
12 12 4 sec2  2 sec 

7
8. LIGHT The intensity of a light source measured in candles is given by I  ER2 sec ,

46. 
where E is the illuminance in foot candles on a surface, R is the distance in feet from the
State the amplitude, period, and phase shift of each function. Then graph each light source, and  is the angle between the light beam and a line perpendicular to the
4 function. (Lesson 14-2) 47–49. See pp. 811A–811N for graphs.
surface. Verify the identity ER2(1  tan2 ) cos   ER2 sec .

 ER 2(1  tan2 ) cos   ER 2 sec2  cos   ER 2 sec2     ER 2 sec 

1
49. 3; 2;   sec 
2 47. y  cos (  30°) 48. y  sin (  45°) 49. y  3 cos    Gl NAME
/M G ______________________________________________
Hill 858 DATE ____________
Gl PERIOD
Al _____
b 2
2 Reading
6  22 1; 360°; 30° 1; 360°; 45° 14-4 Readingto
to Learn
Learn Mathematics
53.  50. What is the probability that an event occurs if the odds of the event occurring
Mathematics, p. 859
Verifying Trigonometric Identities
ELL
4
Pre-Activity
2  3 are 5:1? (Lesson 12-4) 5 How can you verify trigonometric identities?

54. 
Read the introduction to Lesson 14-4 at the top of page 782 in your textbook.
6 For   , 0, or , sin   sin 2. Does this mean that sin   sin 2 is an
4 identity? Explain your reasoning. Sample answer: No; an identity is
an equation that is true for all values of a variable for which
Getting Ready for PREREQUISITE SKILL Simplify each expression. the functions involved are defined, not just some values. If
 
2
  , sin   , and sin 2  1.
4 2
the Next Lesson (To review simplifying radical expressions, see Lesson 5-6.)
Reading the Lesson
3 2 6  1 2 2 6 2 1 3
51.  •   52.  •   53.    54.    1. Determine whether each equation is an identity or not an identity.

2 2 4 2 2 4 4 2 2 4 a. 
1
 
sin 
2 2
1
 1 identity
tan 

cos 
b.  not an identity
www.algebra2.com/self_check_quiz Lesson 14-4 Verifying Trigonometric Identities 785 sin  tan 

sin  cos 
c.     cos  sin  not an identity
cos  sin 

d. cos2  (tan2   1)  1 identity

sin2 
Answer
NAME ______________________________________________ DATE ____________ PERIOD _____
e.   sin  csc   sec2  identity
cos 
2

Enrichment,
14-4 Enrichment p. 860 1 1
f.     2 cos2  not an identity
1  sin  1  sin 

33. Sample answer: Consider a right triangle Heron’s Formula g. tan2  cos2   
2
1
identity
csc 

ABC with right angle at C. If an angle, say Heron’s formula can be used to find the area of a triangle if you know the
lengths of the three sides. Consider any triangle ABC. Let K represent the
sin  1 1
h.      not an identity
sec  tan  cot 
area of ABC. Then
Lesson 14-4

A, has a sine of x, then angle B must have 1

K  bc sin A
2 B
2. Which of the following is not permitted when verifying an identity? B

A. simplifying one side of the identity to match the other side

a cosine of x. Since A and B are both in a b2c2 sin2 A
K 2  
4
Square both sides. c
a B. cross multiplying if the identity is a proportion

right triangle and neither is the right b2c2(1  cos2 A)

 
4 A C
C. simplifying each side of the identity separately to get the same expression on both sides


b
b2c2(1  cos A)(1  cos A)

angle, their sum must be .  

4
Helping You Remember

2 b2c2

  1   1  
4
b2  c2  a2
2bc  b2  c2  a2
2bc  Use the law of cosines.
3. Many students have trouble knowing where to start in verifying a trigonometric identity.
What is a simple rule that you can remember that you can always use if you don’t see a
quicker approach? Sample answer: Write both sides in terms of sines and
bca bca abc abc cosines. Then simplify each side as much as possible.
        Simplify.
2 2 2 2

abc bca acb abc

Let s  . Then s  a  , s  b  , s  c  .
2 2 2 2

Lesson 14-4 Verifying Trigonometric Identities 785

 Lesson Sum and Difference
Notes of Angles Formulas
• Find values of sine and cosine involving sum and difference formulas.

1 Focus • Verify identities by using sum and difference formulas.

are the sum and difference formulas used

5-Minute Check to describe communication interference?
Transparency 14-5 Use as Have you ever been talking on a cell SEP
y T.
12 :0 7 FR

a quiz or review of Lesson 14-4.

1 PM I.
S1

phone and temporarily lost the signal? 2 S2

Radio waves that pass through the same 4 GH

1
2 ABC

Mathematical Background notes

I 3 DEF
7 PQ 5 JKL

place at the same time cause interference. 1 *

RS

8 TUV

0 Ope
r
6 MNO

9 WXYZ

are available for this lesson on Constructive interference occurs when two
p. 760D. waves combine to have a greater   3 2 
amplitude than either of the component 2 2
waves. Destructive interference occurs 1 y  sin 
are the sum and differ- when the component waves combine to
ence formulas used to 2 (
y  sin    )
have a smaller amplitude.
describe communication [
y  2 sin 12 (2  ) ]
interference?
Study Tips SUM AND DIFFERENCE FORMULAS Notice that the third equation
Ask students:
Reading Math shown above involves the sum of  and . It is often helpful to use formulas for the
• Where else have you heard the The Greek letter beta, , trigonometric values of the difference or sum of two angles. For example, you could
term interference? Sample can be used to denote the find sin 15° by evaluating sin (60°  45°). Formulas can be developed that can be
answer: television and radio measure of an angle. used to evaluate expressions like sin (  ) or cos (  ).
y
It is important to realize The figure at the right shows two angles  1 (cos , sin )
• At its peak, how does the that sin ( ) is not the and  in standard position on the unit circle. d
amplitude of the combined same as sin  sin . Use the Distance Formula to find d, where  (cos , sin )
wave compare to the amplitude (x1, y1)  (cos , sin ) and (x2, y2)  (cos , sin ). 

of the initial two waves? The 1 O 1 x
amplitude of the combined wave is
the sum of the amplitudes of the d  
(cos 
 cos
)2 
(sin 
 sin
)2
two initial waves. 1
d2  (cos   cos )2  (sin   sin )2
• Why does the combined wave d2  (cos2   2cos  cos   cos2 )  (sin2   2sin  sin   sin2 )
cross the x-axis at a point d2  cos2   sin2   cos2   sin2   2 cos  cos   2 sin  sin 
where neither of the two initial
d2  1  1  2 cos  cos   2 sin  sin  sin2  + cos2  = 1 and
waves are crossing the axis?
The combined wave is the sum of d2  2  2 cos  cos   2 sin  sin  sin2  + cos2  = 1

the other two waves. It crosses the 1

y Now find the value of d2 when the angle having
[cos (  ), sin (  )] measure    is in standard position on the unit
x-axis at points where one of the
circle, as shown in the figure at the left.
initial waves is above the x-axis d

and the other wave is an equal d  
[cos (
 ) 
 1]2 
 [sin
(  
)  0
]2
1 O (1, 0) x
distance below the x-axis. d2  [cos (  )  1]2  [sin (  )  0]2
 [cos2 (  )  2 cos (  )  1]  sin2 (  )
1
 cos2 (  )  sin2 (  )  2 cos (  )  1
 1  2 cos ( )  1
 2  2 cos (  )
786 Chapter 14 Trigonometric Graphs and Identities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters 5-Minute Check Transparency 14-5
• Study Guide and Intervention, pp. 861–862 Answer Key Transparencies
• Skills Practice, p. 863
• Practice, p. 864 Technology
• Reading to Learn Mathematics, p. 865 Interactive Chalkboard
• Enrichment, p. 866
 By equating the two expressions for d2, you can find a formula for
cos (  ).
d2  d2
2 Teach
2  2 cos (  )  2  2 cos  cos   2 sin  sin  Building on Prior
1  cos (  )  1  cos  cos   sin  sin  Divide each side by 2. Knowledge
cos (  )  cos  cos   sin  sin  Add 1 to each side. The Distance Formula was first
Use the formula for cos (  ) to find a formula for cos (  ). discussed and used back in
cos (  )  cos [  ()] Lesson 8-1. In this lesson, students
 cos  cos ()  sin  sin () will learn how to apply the
Distance Formula to derive the
 cos  cos   sin  sin  cos ()  cos ; sin ()  sin 
Sum and Difference of Angles
You can use a similar method to find formulas for sin (  ) and Formulas.
sin (  ).

Sum and Difference of Angles Formulas

The following identities hold true for all values of  and .
SUM AND DIFFERENCE
FORMULAS
cos ( )  cos  cos 
sin  sin 
sin ( )  sin  cos  cos  sin  Teaching Tip Explain that sin 15
can be found by evaluating
Notice the symbol
in the formula for cos ( ). It means “minus or plus.” In sin (60  45) because the exact
the cosine formula, when the sign on the left side of the equation is plus, the sign on values of sin 60 and sin 45 are
the right side is minus; when the sign on the left side is minus, the sign on the right known. Stress that using a differ-
side is plus. The signs match each other in the sine formula. ence such as sin (90  75) is
ineffective because sin 75 is not
Example 1 Use Sum and Difference of Angles Formulas easily computed or remembered.
Find the exact value of each expression.
a. cos 75° Reading Tip Have the entire class
read aloud the paragraph directly
Use the formula cos (  )  cos  cos   sin  sin . below the Key Concept box, about
cos 75°  cos (30°  45°)   30°,   45° the minus and plus signs. Stress
 cos 30° cos 45°  sin 30° sin 45° that its use in the formula for the
cosine of a sum or difference
2
3 2
 2
1 2
  •    • 
2 2  Evaluate each expression. indicates that the sign on the right
6 2
side of the identity is the opposite
    Multiply. of the sign on the left side.
4 4
6  2
  Simplify.
4
In-Class Examples Power
Point®
b. sin (210°)
Use the formula sin (  )  sin  cos   cos  sin .
1 Find the exact value of each
expression.
sin (210°)  sin (60°  270°)  = 60°,  = 270°
2 6
 
 sin 60° cos 270°  cos 60° sin 270° a. sin 75 
4
2
3
  (0)  (1)
1
2
Evaluate each expression. 6
b. cos (75) 
  2
4


 0  
1
Multiply.
2 2 Refer to Example 2 in the
1 Student Edition. Use the
  Simplify.
2
difference of angles formula
to determine the amount of
www.algebra2.com/extra_examples Lesson 14-5 Sum and Difference of Angles Formulas 787
light energy in Raleigh,
North Carolina, located at a
latitude of 35.8 N.
Differentiated Instruction The maximum light energy per
square foot is 0.9770E.
Naturalist Have students apply what they know about geography, or
have them conduct research, to find out whether the light energy per
square foot would be increasing or decreasing as you travel toward the
equator. Have students research the latitude of your city, or a city that
interests them, and repeat Example 2 for that city.

Lesson 14-5 Sum and Difference of Angles Formulas 787

VERIFY IDENTITIES Example 2 Use Sum and Difference Formulas to Solve a Problem
PHYSICS On June 22, the maximum amount of light energy falling on a
In-Class Example Power
Point®
Study Tip square foot of ground at a location in the northern hemisphere is given by
Reading Math E sin (113.5°  ), where  is the latitude of the location and E is the amount
3 Verify that each of the The symbol is the of light energy when the Sun is directly overhead. Use the difference of angles
lowercase Greek letter phi. formula to determine the amount of light energy in Rochester, New York,
following is an identity. located at a latitude of 43.1° N.
a. cos (90  )  sin  Use the difference formula for sine.
cos (90  )  sin  sin (113.5°  )  sin 113.5° cos  cos 113.5° sin
cos 90 cos   sin 90 sin   sin 
 sin 113.5° cos 43.1°  cos 113.5° sin 43.1°
0 cos   1 sin   sin 
sin   sin   0.9171 • 0.7301  (0.3987) • 0.6833

b. cos (180  )  cos   0.9420

cos (180  )  cos  In Rochester, New York, the maximum light energy per square foot is 0.9420E.
cos 180 cos  
sin 180 sin   cos  VERIFY IDENTITIES You can also use the sum and difference formulas to
1 cos   0 sin   cos  verify identities.
cos   cos 
Example 3 Verify Identities
Verify that each of the following is an identity.

3 Practice/Apply a. sin (180°  )  sin 

sin (180°  )  sin  Original equation
sin 180° cos   cos 180° sin   sin  Sum of angles formula
0 cos   (1) sin   sin  Evaluate each expression.
Study Notebook sin   sin  Simplify.

Have students— b. cos (180°  )  cos 

• add the definitions/examples of cos (180°  )  cos  Original equation
the vocabulary terms to their cos 180° cos   sin 180° sin   cos  Sum of angles formula
Vocabulary Builder worksheets for (1) cos   0 sin   cos  Evaluate each expression.
Chapter 14. cos   cos  Simplify.

• record the sum and difference

formulas.
• include any other item(s) that they
find helpful in mastering the skills Concept Check 1. Determine whether sin (  )  sin   sin  is an identity.
in this lesson. 1–2. See margin. 2. Describe a method for finding the exact value of sin 105°. Then find the value.
3. Sometimes; sample
answer: The cosine 3. OPEN ENDED Determine whether cos (  )  1 is sometimes, always, or never
function can equal 1. true. Explain your reasoning.

About the Exercises… Guided Practice Find the exact value of each expression.
6  2 2  6
4. sin 75° 6 
 2 5. sin 165° 4 6. cos 255° 4
Organization by Objective GUIDED PRACTICE KEY
4
Exercises Examples 7. cos (30°) 3 8. sin (240°) 3 9. cos (120°) 1
• Sum and Difference   2
4–9, 13 1 2 2
Formulas: 14–27 Verify that each of the following is an identity. 10–12. See pp 811A–811N.
10–12 3
• Verify Identities: 28–39 
10. cos (270°  )  sin  11. sin     cos 
2
Odd/Even Assignments 12. sin (  30°)  cos (  60°)  cos 
Exercises 14–39 are structured
788 Chapter 14 Trigonometric Graphs and Identities
so that students practice the
same concepts whether they are
assigned odd or even problems.
Answers
Assignment Guide 1. sin (  )  sin   sin 
Basic: 15–25 odd, 29–37 odd, sin  cos   cos  sin   sin   sin 
40, 41–45 odd, 46–74
2. Use the formula sin (  )  sin  cos   cos  sin .
Average: 15–39 odd, 40, 41–45
Since sin 105  sin (60  45), replace  with 60 and  with 45 to get
odd, 46–74
sin 60 cos 45  cos 60 sin 45. By finding the sum of the products of
Advanced: 14–40 even, 41–66
  2
6 
(optional: 67–74) the values, the result is  or about 0.9659.
4

788 Chapter 14 Trigonometric Graphs and Identities

 Application 13. GEOMETRY Determine the exact value of tan . Study
14-5
NAME ______________________________________________ DATE

Guide
Study andIntervention
Guide and Intervention,
____________ PERIOD _____

5  
3 p. 861 (shown)
Difference ofand
Anglesp. 862
 Sum and Formulas
1  5
3 Sum and Difference Formulas The following formulas are useful for evaluating an
expression like sin 15 from the known values of sine and cosine of 60 and 45.

Sum and The following identities hold true for all values of  and .
40 Difference cos ( )  cos   cos 
sin   sin 
of Angles sin ( )  sin   cos  cos   sin 
60˚
Example Find the exact value of each expression.
a. cos 345

 cos 345  cos (300  45)

 cos 300 cos 45  sin 300  sin 45
2 3
 2

8 1
   
2 2
 
2

2  
2  6
★ indicates increased difficulty b. sin (105)
 
4

sin (105)  sin (45  150)

Practice and Apply  sin 45  cos 150  cos 45  sin 150

2
 
2
2


2
1
 
2  3

 2


2
  6

  
Homework Help Find the exact value of each expression. 4

 2 2  6 6  2

For
Exercises
See
Examples
14. sin 135°  15. cos 105°   16. sin 285°  Exercises

2 4 4 Find the exact value of each expression.

14–27 1 17. cos 165° 18. cos 195° 19. sin 255° 1. sin 105 2. cos 285 3. cos (75)

2 2 2  6 2


  6

 6  2

 6

  2
28–39 3 20. cos 225°  21. sin 315°  22. sin (15°)  4 4 4

40, 41, 2 2 2 4 4. cos (165) 5. sin 195 6. cos 420

43–46 23. cos (45°) 24. cos (150°) 25. sin (165°) 2  6
 

4
2   6

4
 1

2

Extra Practice 2

★ 26. What is the exact value of sin 75°  sin 15°?  7. sin (75)
2  6
 

8. cos 135
2
 
9. cos (15)
2

  6
See page 860. 2 4 2 4

Lesson 14-5
  2
6 ★ 27. Find the exact value of cos 105°  cos 225°. 
6 
 2 10. sin 345 11. cos (105) 12. sin 495

17.  4
2   6

4
 2  6

4


2
2

4
6  2 Verify that each of the following is an identity. 28–39. See pp. 811A–811N.
 
NAME ______________________________________________
861 DATE ____________
GlPERIOD
Al _____
18. Gl

Skills
14-5
/M G

Practice,
Practice
Hill

p. 863 and
b 2

4 28. sin (270° )  cos  29. cos (90°  )  sin  (Average)
Practice, p. 864of (shown)
6  2 Sum and Difference Angles Formulas
19.   30. cos (90°  )  sin  31. sin (90°  )  cos 
Find the exact value of each expression.
4 6  2

1. cos 75 
   2
6
2. cos 375 
 2  6

3. sin (165) 


 2 4 4 4

23.  3
32. sin     cos  33. cos (  )  cos 
2
4. sin (105) 
  6

4
5. sin 150 
1
2
1
6. cos 240 
2
2 2 2

7. sin 225 
2
8. sin (75) 
  6
 2  6

9. sin 195 


3 2 4 4

24.  34. cos (2  )  cos  35. sin (  )  sin  Verify that each of the following is an identity.

2 10. cos (180  )  cos 

cos (180   )  cos 
 2  6 36. sin (60°  )  sin (60°  )  3 cos  cos 180 cos   sin 180 sin   cos 
25.  1 cos   0 sin 
cos 


cos
cos


 
4 37. sin     cos     sin 
11. sin (360  )  sin 
sin (360  )  sin 
3 6 sin 360 cos   cos 360 sin 
0 cos   1 sin 


sin
sin


★ 38. sin (  ) sin (  )  sin2  sin2  sin 
12. sin (45  )  sin (45  )  2
 sin 
 sin 

sin (45  )  sin (45  )

1  tan  tan 
★ 39. cos (  )   
sec  sec 
 sin 45 cos   cos 45 sin   (sin 45 cos   cos 45 sin )
 2  cos 45 sin 
2
 2    sin 
2
  2 sin 
COMMUNICATION For Exercises 40 and 41, use the following information.  

13. cos x    sin x    sin x
6  
3 
 
A radio transmitter sends out two signals, one for voice communication and another 
cos x    sin x  
6   3 
for data. Suppose the equation of the voice wave is v  10 sin (2t  30°) and the   
 cos x cos   sin x sin   sin x cos   cos x sin 
6 6 3

3
3
 1 1 3
equation of the data wave is d  10 cos (2t  60°).   cos x   sin x   sin x   cos x
2
 sin x
2 2 2

40. Draw a graph of the waves when they are combined. See margin. 14. SOLAR ENERGY On March 21, the maximum amount of solar energy that falls on a
square foot of ground at a certain location is given by E sin (90  ), where is the
latitude of the location and E is a constant. Use the difference of angles formula to find
the amount of solar energy, in terms of cos , for a location that has a latitude of .
41. Refer to the application at the beginning of the lesson. What type of interference E cos 
Physics results? Explain. Destructive; the resulting graph has a smaller amplitude than ELECTRICITY In Exercises 15 and 16, use the following information.
In a certain circuit carrying alternating current, the formula i  2 sin (120t) can be used to
In the northern the two initial graphs. find the current i in amperes after t seconds.
Sample answer:
15. Rewrite the formula using the sum of two angles. i  2 sin (90t  30t)
hemisphere, the day PHYSICS For Exercises 42–45, use the following information. 16. Use the sum of angles formula to find the exact current at t  1 second. 3
 amperes
with the least number On December 22, the maximum amount of light energy that falls on a square foot of Gl NAME
/M G ______________________________________________
Hill 864 DATE ____________
Gl PERIOD
Al _____
b 2

of hours of daylight is Reading

Readingto to Learn
ground at a certain location is given by E sin (113.5°  ), where is the latitude of 14-5 Learn Mathematics
ELL
December 21 or 22, the Mathematics, p. 865
Sum and Difference of Angles Formulas
first day of winter.
the location. Use the sum of angles formula to find the amount of light energy, in
Pre-Activity How are the sum and difference formulas used to describe

Source: www.infoplease.com
terms of E, for each location. 42. 0.3681 E 43. 0.4179 E communication interference?
Read the introduction to Lesson 14-5 at the top of page 786 in your textbook.
42. Salem, OR (Latitude: 44.9° N) 43. Chicago, IL (Latitude: 41.8° N) Consider the functions y  sin x and y  2 sin x. Do the graphs of these two
functions have constructive interference or destructive interference?
constructive
44. Charleston, SC (Latitude: 28.5°N) 45. San Diego, CA (Latitude 32.7° N)
0.6157 E 0.5563 E
Reading the Lesson
46. CRITICAL THINKING Use the sum and difference formulas for sine and cosine 1. Match each expression from the list on the left with an expression from the list on the
to derive formulas for tan (  ) and tan (  ). See pp. 811A–811N. right that is equal to it for all values of the variables. (Some of the expressions from the
list on the right may be used more than once or not at all.)

a. sin (  ) v i. sin 
www.algebra2.com/self-check_quiz Lesson 14-5 Sum and Difference of Angles Formulas 789
b. cos (  ) vi ii. sin  cos   cos  sin 

c. sin (180  ) vii iii. cos 

d. sin (180  ) i iv. cos  cos   sin  sin 

NAME ______________________________________________ DATE ____________ PERIOD _____ e. cos (180  ) iii v. sin  cos   cos  sin 
40. y f. sin (  ) ii vi. cos  cos   sin  sin 
4 Enrichment,
14-5 Enrichment p. 866 g. cos (90  ) i vii. sin 

h. cos (  ) iv viii. cos 

Identities for the Products of Sines and Cosines
y  10 sin (2t  30°)  10 cos (2t  60°) By adding the identities for the sines of the sum and difference of the 2. Which expressions are equal to sin 15? (There may be more than one correct choice.)
measures of two angles, a new identity is obtained. A. sin 45 cos 30  cos 45 sin 30 B. sin 45 cos 30  cos 45 sin 30 B and C
sin (  )  sin  cos   cos  sin  C. sin 60 cos 45  cos 60 sin 45 D. cos 60 cos 45  sin 60 sin 45
sin (  )  sin  cos   cos  sin 
(i) sin (  )  sin (  )  2 sin  cos 
180° 90° O 90° 180° t This new identity is useful for expressing certain products as sums. Helping You Remember
2 Example
3. Some students have trouble remembering which signs to use on the right-hand sides of
the sum and difference of angle formulas. What is an easy way to remember this?
Write sin 3 cos  as a sum.
Lesson 14-5

In the identity let   3 and    so that Sample answer: In the sine identities, the signs are the same on both
sides. In the cosine identities, the signs are opposite on the two sides.
4 2 sin 3 cos   sin (3  )  sin (3  ). Thus,
1 1
sin 3 cos    sin 4   sin 2.
2 2
By subtracting the identities for sin (  ) and sin (  ),
a similar identity for expressing a product as a difference is obtained.

(ii) i ( ) i ( ) 2 i 

Lesson 14-5 Sum and Difference of Angles Formulas 789

 47. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How are the sum and difference formulas used to describe communication
interference?
Open-Ended Assessment Include the following in your answer:
Modeling Show students a graph • an explanation of the difference between constructive and destructive
of the function y  sin x. Have interference, and
students point out on the graph • a description of how you would explain wave interference to a friend.
which values would be most
useful to use with the sum and Standardized 48. Find the exact value of sin . A 75˚ 45˚
difference of angles formulas, Test Practice 3 2
and ask them to explain their A  B  
2 2
reasoning. 1 3
C  D 
2 3

Getting Ready for 49. Find the exact value of cos (210°). C
Lesson 14-6 3 3
A  B 0.5 C  D 0.5
2 2
PREREQUISITE SKILL Students
will find values using half-angle
formulas in Lesson 14-6. The half-
angle formulas include expres- Maintain Your Skills
sions within square root symbols, Mixed Review Verify that each of the following is an identity. (Lesson 14-4)
so students must be comfortable cos2   sin  sec2 
50–53. 50. cot   sec    51. sin2   tan2   (1  cos2 )  
evaluating square roots. Use See pp. 811A–811N. sin  cos  2 csc 
Exercises 67–74 to determine 52. sin  (sin   csc )  2  cos2 
sec 
53.   csc 
your students’ familiarity with tan 
the Square Root Property. Simplify each expression. (Lesson 14-3)
tan  csc  sin2 
54.  1 55. 4sec2   
2  4
sec  cos 
Answers 56. (cot   tan )sin  sec  57. csc  tan   sec  2 sec 
47. Sample answer: To determine Find the exact values of the six trigonometric functions of  if the terminal side of
communication interference, you  in standard position contains the given point. (Lesson 13-3) 58–60. See margin
need to determine the sine or 58. (5, 3) 59. (3, 4) 60. (0, 2)
cosine of the sum or difference of
two angles. Answers should Evaluate each expression. (Lesson 12-2)
include the following information. 61. P(6, 4) 360 62. P(12, 7) 3,991,680
• Interference occurs when waves 63. C(8, 3) 56 64. C(10, 4) 210
pass through the same space at
65. about 228 mi 65. AVIATION A pilot is flying from Chicago to Columbus, a distance of 300 miles.
the same time. When the In order to avoid an area of thunderstorms, she alters her initial course by 15° and
combined waves have a greater flies on this course for 75 miles. How far is she from Columbus? (Lesson 13-5)
amplitude, constructive 
 6  
2 2
73.   66. Write 6y2  34x2  204 in standard form. (Lesson 8-5) y x2
interference results and when 2    1
34 6
the combined waves have a Getting Ready for PREREQUISITE SKILL Solve each equation. 35
smaller amplitude, destructive the Next Lesson (To review solving equations using the Square Root Property, see Lesson 6-4.) 72.  
5
interference results. 20 25 9 3 5 5 18 3
2 22 67. x2    68. x2    69. x2    70. x2   
3 34 534 74.   16 2 25 5 25 5 32 4
58. sin   , cos   , 2 1  6 4 3 1 2
34 34 71. x  1    72. x  1  
2 2 73. x    
2 74. x    1
2
2 2 5 2 2 2
3 34
tan   , csc   ,
5 3 790 Chapter 14 Trigonometric Graphs and Identities
34
 5
sec   , cot   
5 3
4 3
59. sin   , cos   ,
5 5
4 5
tan   , csc   ,
3 4
5 3
sec   , cot   
3 4
60. sin   1, cos   0,
tan   undefined, csc   1,
sec   undefined, cot   0

790 Chapter 14 Trigonometric Graphs and Identities

Double-Angle and Lesson
Half-Angle Formulas Notes

• Find values of sine and cosine involving double-angle formulas.

• Find values of sine and cosine involving half-angle formulas.
1 Focus
can trigonometric functions
be used to describe music? 5-Minute Check
Stringed instruments such as a piano,
A Transparency 14-6 Use as
n1 a quiz or review of Lesson 14-5.
guitar, or violin rely on waves to
produce the tones we hear. When the Fundamental, first harmonic
strings are struck or plucked, they A A Mathematical Background notes
N
vibrate. If the motion of the strings n2 are available for this lesson on
were observed in slow motion, you
could see that there are places on the
Second harmonic page 760D.
A A A
string, called nodes, that do not move N N
under the vibration. Halfway between n3 can trigonometric
each pair of consecutive nodes are Third harmonic functions be used to
antinodes that undergo the maximum A A A A describe music?
N N N
vibration. The nodes and antinodes n4
form harmonics. These harmonics can Ask students:
Fourth harmonic
be represented using variations of the • What do the values of n repre-
1 A A A A A
equations y  sin 2 and y  sin . N N N N
sent on the right side of the
2 n5
Fifth harmonic diagram? the number of antinodes
• What is occurring at an
DOUBLE-ANGLE FORMULAS You can use the formula for sin (  ) to antinode? maximum vibration
find the sine of twice an angle , sin 2, and the formula for cos (  ) to find the • At what point do you think a
cosine of twice an angle , cos 2.
guitar string would be more
sin 2  sin (  ) cos 2  cos (  )
likely to break, a node or an
 sin  cos   cos  sin   cos  cos   sin  sin  antinode? at an antinode
 2 sin  cos   cos2   sin2 
You can find alternate forms for cos 2 by making substitutions into the
expression cos2   sin2 .
cos2   sin2   (1  sin2 )  sin2  Substitute 1  sin2  for cos2 .
2 Teach
 1  2 sin2  Simplify. DOUBLE-ANGLE
cos2   sin2   cos2   (1  cos2 ) Substitute 1  cos2  for sin2 . FORMULAS
 2 cos2   1 Simplify.
Teaching Tip Point out that the
These formulas are called the double-angle formulas . double-angle formulas are derived
using the sum and difference of
Double-Angle Formulas angles formulas presented in
The following identities hold true for all values of . Lesson 14-5.
sin 2  2 sin  cos  cos 2  cos2   sin2 
cos 2  1  2 sin2 
cos 2  2 cos2   1

Lesson 14-6 Double-Angle and Half-Angle Formulas 791

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters 5-Minute Check Transparency 14-6
• Study Guide and Intervention, pp. 867–868 Answer Key Transparencies
• Skills Practice, p. 869
• Practice, p. 870 Technology
• Reading to Learn Mathematics, p. 871 Interactive Chalkboard
• Enrichment, p. 872
• Assessment, p. 894

Lesson x-x Lesson Title 791

Teaching Tip Remind students of Example 1 Double-Angle Formulas
the identity sin2   cos2   1, and 4
Find the exact value of each expression if sin    and  is between
its two variations that occur by 5
90° and 180°.
subtracting either sin2  or cos2  a. sin 2
from both sides. Explain that there
are three versions of the formula for Use the identity sin 2  2 sin  cos .
cos 2 because of the three First, find the value of cos .
variations of the identity cos2   1  sin2  cos2   sin2   1
sin2   cos2   1. 4 2
cos2   1   4
sin   
5
5
9
In-Class Example Power cos2    Subtract.
Point® 25
3
cos    Find the square root of each side.
1 Find the exact value of each 5
3 3
expression if sin    and Since  is in the second quadrant, cosine is negative. Thus, cos   .
5
4
 is between 0 and 90. Now find sin 2.
sin 2  2 sin  cos  Double-angle formula

3 7
a. sin 2 
8
4
5   
3
sin 2  2  
5
4 3
sin   , cos   
5 5
1
b. cos 2 8 24
  The value of sin 2 is .
24
25 25

b. cos 2
Use the identity cos 2  1  2 sin2 .
cos 2  1  2 sin2  Double-angle formula
4 2
 1  2 4
sin   
5
5
7 7
  The value of cos 2 is .
25 25

HALF-ANGLE FORMULAS You can derive formulas for the sine and cosine of
half a given angle using the double-angle formulas.

Find sin .
2
1  2 sin2   cos 2 Double-angle formula
 
12   cos 
sin2 Substitute  for  and  for 2.
2
2
 1  cos  
sin   
2  Solve for sin2 .
2
2 2

2
2

1  cos 
sin    Take the square root of each side.


Find cos .
2
2 cos2   1  cos 2 Double-angle formula
 
2 cos2   1  cos  Substitute  for  and  for 2.
2 2
 1  cos  
cos2    Solve for cos2 .
2
2 2

2
2

1  cos 
cos    Take the square root of each side.

792 Chapter 14 Trigonometric Graphs and Identities

792 Chapter 14 Trigonometric Graphs and Identities

 These are called the half-angle formulas . The signs are determined by the HALF-ANGLE FORMULAS
function of .
2

Half-Angle Formulas Intervention

The following identities hold true for all values of . New Stress the Study
Tip provided in

sin   
2
2

1  cos 
2


2

1  cos 
cos   
the margin next
to Example 2.
Example 2 Half-Angle Formulas Determining the proper sign
for the answer at the beginning
 3
Find cos  if sin    and  is in the third quadrant. of the computation will help
2 4
some students avoid forgetting

2
2

1  cos 
Since cos   , we must find cos  first. this step at the end of their
cos2   1  sin2  cos2   sin2   1 computations.
3 2
cos2   1   sin   
3
4
4
7
cos2    Simplify. In-Class Example Power
Point®
16
7  4
cos    Take the square root of each side. 2 Find cos 2 if sin   5 and
4
Study Tip 7
Since  is in the third quadrant, cos   .
 is in the second quadrant.
4 5
Choosing the Sign 
You may want to
determine the quadrant in

2

1  cos 
cos   
2
Half-angle formula 5

which the terminal side of 7


 will lie in the first step 1  
4 
7
2   cos   
of the solution. Then you 2 4
can use the correct sign

from the beginning.

4  7
  Simplify the radicand.
8

  2
4  7
  •  Rationalize.
22
 2


8  27

 
4 Multiply.

 
Since  is between 180° and 270°,  is between 90° and 135°. Thus, cos  is
2 2

negative and equals   .


8  27
4

Example 3 Evaluate Using Half-Angle Formulas

Find the exact value of each expression by using the half-angle formulas.
a. sin 105°
210°
sin 105°  sin 
2

 

2


1  cos 210° 

2

1  cos 
sin   
2

(continued on the next page)

www.algebra2.com/extra_examples Lesson 14-6 Double-Angle and Half-Angle Formulas 793

Differentiated Instruction
Auditory/Musical If possible, ask a music teacher at your school to
talk to students about harmonics. Students playing stringed instruments
may also be willing to share what they have learned about harmonics
and waves. If a music teacher is not available, a physics teacher may
also be able to demonstrate harmonics or bring a device that creates
standing waves to class.

Lesson 14-6 Double-Angle and Half-Angle Formulas 793

In-Class Examples Power

  3
Point® 1   3
  2
2 cos 210° = 
2
3 Find the exact value of each
expression by using the half-
angle formulas.
 

4

2  3
 Simplify the radicand.


2  3 2

 3
a. sin 165   2 Simplify the denominator.
2

b. cos 
9 
b. cos   2  2 8

8  4
2 cos   
8 2
4 Verify that


1  cos 
sin  (cos2   cos 2)  sin3 

2

4
 
2 cos  = 
1  cos 

2
is an identity.
sin  (cos2   cos 2)

2
1  
 sin  [cos2   (cos2   sin2 )]  
2  2
cos  = 
4
2 2
 sin  (cos2   cos2   sin2 )
 sin  (sin2 )
 sin3 


2  2

4
Simplify the radicand.

2

 2
 2 Simplify the denominator.

3 Practice/Apply Recall that you can use the sum and difference formulas to verify identities.
Double- and half-angle formulas can also be used to verify identities.

Example 4 Verify Identities

Study Notebook Verify that (sin   cos )2  1  sin 2 is an identity.
(sin   cos )2  1  sin 2 Original equation
Have students—
sin2   2 sin  cos   cos2   1  sin 2 Multiply.
• add the definitions/examples of
1  2 sin  cos   1  sin 2 sin2  + cos2  = 1
the vocabulary terms to their
1  sin 2  1  sin 2 Double-angle formula
Vocabulary Builder worksheets for
Chapter 14.
• record the double-angle and
half-angle formulas. Concept Check x
1. Explain how to find cos  if x is in the third quadrant.
2
• include any other item(s) that they 1–3. See margin. 2. Find a counterexample to show that cos 2  2 cos  is not an identity.
find helpful in mastering the skills
3. OPEN ENDED Describe the conditions under which you would use each of the
in this lesson. three identities for cos 2.
 
Guided Practice Find the exact values of sin 2, cos 2, sin , and cos  for each of the following.
2 2
3 2
GUIDED PRACTICE KEY 4. cos   ; 0°    90° 5. cos   ; 180°    270°
5 3
Answers Exercises Examples
1 3
6. sin   ; 0°    90° 7. sin   ; 270°    360°
4–7 1–2 2 4
1. Sample answer: If x is in the third 8, 9, 12 3 4–7. See margin.
x 10, 11 4 Find the exact value of each expression by using the half-angle formulas.
quadrant, then  is between 90
2 8. sin 195°

2   3 19
9. cos  
12 
2  3
and 135. Use the half-angle 2 2
formula for cosine knowing that 794 Chapter 14 Trigonometric Graphs and Identities

the value is negative.

2. Sample answer: 45; cos 2(45) 
2
 45 1 30
 6
cos 90 or 0, 2 cos 45  2   5. , , , 
2 9 9 6 6
or 2
3 1 2
 3 2
 3
3. Sample answer: The identity used 6. , ,  , 
2 2 2 2
for cos 2 depends on whether you
37 1 8 27 8
 27
know the value of sin , cos , or 7. , ,  ,  
8 8 4 4
both values.
24 7 5 25
4. , , , 
25 25 5 5

794 Chapter 14 Trigonometric Graphs and Identities

 Verify that each of the following is an identity. 10–11. See margin.
sin 2x
10. cot x   11. cos2 2x  4 sin2 x cos2 x  1 About the Exercises…
1  cos 2x
Organization by Objective
Application 12. AVIATION When a jet travels at speeds
• Double–Angle Formulas:
greater than the speed of sound, a sonic
boom is created by the sound waves forming 13–24, 31
a cone behind the jet. If  is the measure of • Half–Angle Formulas:
the angle at the vertex of the cone, then the 
13–30, 32, 35
Mach number M can be determined using the
 1 Odd/Even Assignments
formula sin   . Find the Mach number
2 M
of a jet if a sonic boom is created by a cone Exercises 13–36 are structured
with a vertex angle of 75°. 1.64 so that students practice the
same concepts whether they
are assigned odd or even
Practice and Apply problems.
 
Homework Help Find the exact values of sin 2, cos 2, sin , and cos  for each of the following.
For See 5
2 2
1
Assignment Guide
Exercises Examples 13. sin   ; 90°    180° 14. cos   ; 270°    360°
13–24, 38, 1, 2
13 5 Basic: 13–37 odd, 38, 39, 41–65
39
25–30, 37 3
1
15. cos   ; 180°    270°
3
16. sin   ; 180°    270° Average: 13–37 odd, 38, 39,
3 5
31–36 4 41–65
3 1
17. sin   ; 270°    360° 18. cos   ; 90°    180° Advanced: 14–38 even, 39–59
8 4
Extra Practice
See page 861. 1 12 (optional: 60–65)
19. cos   ; 0°    90° 20. cos   ; 180°    270°
6 13
All: Practice Quiz 2 (1–10)
13–24. See margin. 1 1
21. sin   ; 270°    360° 22. sin   ; 180°    270°
3 4
2 2
23. cos   ; 0°    90° 24. sin   ; 90°    180°
3 5

Find the exact value of each expression by using the half-angle formulas.
 2  3 12 2 Answers
25. cos 165°

2
26. sin 22°
2 2 42 7 6 3

2  2  2  3 15. , , , 
27.
1
cos 157°
2 2 28. sin 345°  2
9 9 3 3

29.
7 
sin  

2   
2
30.
7 
cos   
2 3 24 7 310
16. , , , 

10
8 2 12 2 25 25 10 10
55 23 8
3 
 55
Verify that each of the following is an identity. 31–36. See pp. 811A–811N. 17. , , 4 ,
x 32 32
31. sin 2x  2 cot x sin2 x 32. 2 cos2   1  cos x
2 8 
 55
1  
33. sin4 x cos4 x2 sin2 x1 34. sin2 x  (1  cos 2x) 4
2
15
 7 10
 6
Optics x
35. tan2   
1  cos x 1 cos x
36.     tan x 18. , , , 
A rainbow appears when 2 1  cos x sin x cos x sin x 8 8 4 4
the sun shines through 
35 17 15
 21

water droplets that act as 37. OPTICS If a glass prism has an apex angle  19. , , , 
18 18 6 6
a prism. of measure  and an angle of deviation of
measure , then the index of refraction n of  120 119 526 
26
20. , , , 
2  1
sin (  ) 169 169 26 26
the prism is given by n   .
 42 7 18
 
 122
sin 
2 21. , ,   ,
99 6
What is the angle of deviation of a prism with
an apex angle of 40° and an index of refraction of 2? 46.3° 18
 
 12
 2
www.algebra2.com/self_check_quiz Lesson 14-6 Double-Angle and Half-Angle Formulas 795 6
 7 8
15 
 215
22. , ,  ,
8 8 4
Answers
8
 215

sin 2x 11. cos2 2x  4 sin2 x cos2 x  1  
10. cot x   4
1  cos 2x cos2 2x  sin2 2x  1 45 1 6 30
2 sin x cos x 11 23. , , , 
  9 9 6 6
1  (1  2 sin2 x)
2 sin x cos x 120 119 526 
13. , , , 
26  17 5
421 
2  10 21

  169 169 26 26 24. , ,  ,
2 sin2 x 5 25 10
cosx 46 23  10 15

 
sin x
14. , , , 
25
5
10
 
10 21

25 5 5
 cot x 10

Lesson 14-6 Double-Angle and Half-Angle Formulas 795

 NAME ______________________________________________ DATE ____________ PERIOD _____
GEOGRAPHY For Excercises 38 and
Study
14-6 Guide
Study andIntervention
Guide and Intervention,
冪 莦
1  c
1  os L
1  cos L 39, use the following information.
50°N
120° 110° 100° 90° 80° 70° 60°

38. 
p. 867 (shown)
Double-Angle and p.
and Half-Angle 868
Formulas
A Mercator projection map uses a flat
1冪
1莦 co

1  c
Double-Angle Formulas os L

Lesson 14-6
The following identities hold true for all values of .
sL
projection of Earth in which the 40°N
sin 2  2 sin   cos  cos 2  cos2   sin2 
Double-Angle
Formulas cos 2  1  2 sin2 
cos 2  2 cos2   1
distance between the lines of latitude
increases with their distance from the
Example
9
sin    and 180

270.
Find the exact values of sin 2 and cos 2 if
equator. The calculation of the location 30°N
10
First, find the value of cos . of a point on this projection uses the
cos2   1  sin2 
expression tan 45°  , where L is the
cos2   sin2   1
9 2
L 20°N
cos2   1    10  sin   
9

19
cos2   
10
2
100
19

latitude of the point. 10°N
cos   10
Since  is in the third quadrant, cos  is negative. Thus cos    
10
.
19

38. Write this expression in terms of a
To find sin 2, use the identity sin 2  2 sin   cos .
sin 2  2 sin   cos  trigonometric function of L.
19

 9
 
3
 2   
39. Find the exact value of the expression if L  60°. 2 
10
10
919


50
919

The value of sin 2 is 50
.
To find cos 2, use the identity cos 2  1  2 sin2 . PHYSICS For Exercises 40 and 41, use the following information.
cos 2  1  2 sin2 
 1  2   9 2
10  An object is propelled from ground level with an initial velocity of v at an angle of
 .
31
50
elevation . 40. See pp. 811A–811N.
The value of cos 2 is .
31
v2 sin 2
50
40. The horizontal distance d it will travel can be determined using d  ,
Exercises g
Find the exact values of sin 2 and cos 2 for each of the following. where g is acceleration due to gravity. Verify that this expression is the same
 3
1 15 7
1. sin   , 0    90 , 
1 7 31
2. sin   , 270    360 ,  2
4 8 8 8 32 32
as v2(tan   tan  sin2 ).
3
3. cos   , 180    270 , 
24 7 4
4. cos   , 90    180 , 
24 7 g
5 25 25 5 25 25
3
5. sin   , 270    360
5
2
6. cos   , 90    180
3
41. The maximum height h the object will reach can be determined using the
24 7 45 1
,  , 
25 25 9 9
v2 sin2 
NAME ______________________________________________
867 DATE ____________
GlPERIOD
Al _____
formula h  . Find the ratio of the maximum height attained
Gl

Skills
/M G

Practice,
Hill

p. 869 and
b 2
2g
14-6 Practice 1
to the horizontal distance traveled.  tan 
(Average)
Practice, p. and
Double-Angle 870 (shown)
Half-Angle Formulas 4
 
Find the exact values of sin 2, cos 2, sin , and cos  for each of the following.
5
1. cos   , 0    90
2
8
2
2. sin   , 90    180
CRITICAL THINKING For Exercises 42–46, use the following information.
Consider the functions f(x)  sin 2x, g(x)  sin2 x, h(x)  cos2 x, and
13 17
120 119 2
13 3
13 240 161 4
17 
17
, , ,  , , , 
169 169 13 13 289 289 17 17
1
k(x)   cos 2x. 42–46. See pp. 811A–811N.
1 2
3. cos   , 270    360 4. sin   , 180    270
4 3
15
 7 6 10
, , , 
 1 18
45  5
 6
, ,  ,  
18
 5
 6 2
8 8 4 4 9 9 6 6
42. Draw the graphs of y  g(x), y  h(x), and y  k(x) on the same coordinate plane
Find the exact value of each expression by using the half-angle formulas.
 on the interval from x  2 to x  2. What do you notice about the graphs?
5. tan 105 6. tan 15 7. cos 67.5
8
8. sin  
2  3
 2  3
 2

 2
2
 
2  2

2
43. Where do the maxima and minima of g, h, and k occur?
Verify that each of the following is an identity. 44. Draw the graph of y  f(x) on a separate coordinate plane.

2
 
 tan   sin  1  cos  tan   sin 
9. sin2   
2 tan    ;
2 2 2 tan 
  
tan  sin  45. What is the behavior of the graph of f(x) at the locations found in Exercise 43?
1  cos  tan  tan  1  cos  1  cos 
   tan  ;   
2 2  2
tan 
2
46. Use what you know about transformations to determine c and d so that
10. sin 4  4 cos 2 sin  cos  sin 4
sin 2(2)


4
4
cos
cos
2
2
sin
sin


cos
cos


g(x)  h(x)  c  k(x)  d.
2 sin 2 cos 2  4 cos 2 sin  cos 
2(2 sin  cos )(cos 2)  4 cos 2 sin  cos 
4 cos 2 sin  cos   4 cos 2 sin  cos 
47. WRITING IN MATH Answer the question that was posed at the beginning of
11. AERIAL PHOTOGRAPHY In aerial photography, there is a reduction in film exposure for
any point X not directly below the camera. The reduction E is given by E  E0 cos4 ,
where  is the angle between the perpendicular line from the camera to the ground and the
the lesson. See margin.
line from the camera to point X, and E0 is the exposure for the point directly below the
camera. Using the identity 2 sin2   1  cos 2, verify that E0 cos4   E0    .  12 
cos 2 2
2
How can trigonometric functions be used to describe music?
2 sin2  2
E0 cos4   E0(cos2 )2  E0(1  sin2 )2  E0 1    2  Include the following in your answer:
1  cos 2 2

E0 1   
1 cos 2 2
 E0      
2 2 2
12. IMAGING A scanner takes thermal images from altitudes of 300 to 12,000 meters. The
• a description of what happens to the graph of the function of a vibrating
width W of the swath covered by the image is given by W  2H tan , where H is the
2H sin 2
string as it moves from one harmonic to the next, and
height and  is half the scanner’s field of view. Verify that   2H tan .
1  cos 2
2H sin 2
  
1  cos 2
4H sin  cos 
1  (2 cos2   1)
4H sin  cos 
 
2 cos2 
2H sin 
   2H tan 
cos 
• an explanation of what happens to the period of the function as you move
Gl NAME
/M G ______________________________________________
Hill 870 DATE ____________
Gl PERIOD
Al _____
b 2
from the nth harmonic to the (n  1)th harmonic.
Reading
14-6 Readingto
to Learn
Learn Mathematics
Mathematics, p. 871 ELL 5
Double-Angle and Half-Angle Formulas Standardized 48. Find the exact value of cos 2 if sin    and 180°    270°. D
3
Pre-Activity How can trigonometric functions be used to describe music?
Read the introduction to Lesson 14-6 at the top of page 791 in your textbook.
Test Practice A
6
 B
30 C
45
 D
1
 
Suppose that the equation for the second harmonic is y  sin a. Then what
would be the equations for the fundamental tone (first harmonic), third 6 6 9 9
harmonic, fourth harmonic, and fifth harmonic?
y  sin 0.5a; y  sin 1.5a; y  sin 2a; y  sin 2.5a
 3
49. Find the exact value of sin  if cos    and 0°    90°. B
Reading the Lesson 2 2
1. Match each expression from the list on the left with all expressions from the list on the
3
2

 3 2
 3
right that are equal to it for all values of .

a. sin  v

i. 2 sin  cos 
A  B 2 C  2 D
1

2 2 2
b. cos 2 ii and iii ii. 1  2 sin2 

c. cos  iv

iii. cos2   sin2 
796 Chapter 14 Trigonometric Graphs and Identities
2

d. sin 2 i iv.  1  cos 


2

v. 
1  cos 

2
NAME ______________________________________________ DATE ____________ PERIOD _____
2. Determine whether you would use the positive or negative square root in the half-angle
 
identities for sin  and cos  in each of the following situations. (Do not actually

2

calculate sin  and cos .)
2 2
2
Enrichment,
14-6 Enrichment p. 872
 2
a. sin , if cos    and  is in Quadrant I positive
2 5
 Alternating Current
b. cos , if cos   0.9 and  is in Quadrant II positive
2
The figure at the right represents an alternating
 current generator. A rectangular coil of wire is
c. cos , if sin   0.75 and  is in Quadrant III negative X
2 suspended between the poles of a magnet. As the coil A
 of wire is rotated, it passes through the magnetic field
d. sin , if sin   0.8 and  is in Quadrant IV positive and generates current.
B D
2
C
As point X on the coil passes through the points A and
Helping You Remember C, its motion is along the direction of the magnetic
3. Many students find it difficult to remember a large number of identities. How can you field between the poles. Therefore, no current is
obtain all three of the identities for cos 2 by remembering only one of them and using a generated. However, through points Band D, the
Pythagorean identity? motion of X is perpendicular to the magnetic field. The maximum current may have a positive
This induces maximum current in the coil. Between A or negative value.
Sample answer: Just remember the identity cos 2  cos2   sin2 . and B, B and C, C and D, and D and A, the current in
Using the Pythagorean identity cos2   sin2   1, you can substitute the coil will have an intermediate value. Thus, the i(amperes)
either 1  sin2  for cos2  or 1  cos2  for sin2  to get the other two graph of the current of an alternating current B

identities for cos 2. generator is closely related to the sine curve.
t(seconds)
The actual current, i, in a household current is given A
by i  IM sin(120t  ) where IM is the maximum O C
value of the current t is the elapsed time in seconds

796 Chapter 14 Trigonometric Graphs and Identities

 Maintain Your Skills
Mixed Review Find the exact value of each expression. (Lesson 14-5)
4 Assess
2 6  2 51. sin 15°  6 
 2
52.  50. cos 15°   Open-Ended Assessment
2 4 4
52. sin (135°) 53. cos 150° Writing Have students write
3 6 
54. sin 105°   2 55. cos (300°) 1
53.  4 their own problems like
2 2
Examples 2 and 3, and have them
Verify that each of the following is an identity. (Lesson 14-4)
write an explanation of how to
cos  csc   sin 
2 2 2
56. cot2   sin2    sin2  csc2 
See pp. 811A–811N. use a double-angle or half-angle
57. cos  (cos   cot )  cot  cos  (sin   1) See pp. 811A–811N. formula to solve their examples.

EARTHQUAKE For Exercises 58 and Getting Ready for

59, use the following information. USA TODAY Snapshots®
The magnitude of an earthquake M Lesson 14-7
measured on the Richter scale is Strongest quakes in 20th century PREREQUISITE SKILL In Lesson
given by M  log10x, where x
represents the amplitude of the
Magnitude 14-7, students will solve trigono-
Chile, 1960 9.5
seismic wave causing ground Alaska, 1964 9.2
metric equations using the Zero
motion. (Lesson 10-2) 58. 101 or 10 Russia, 1952 9.0 Product Property. Use Exercises
58. How many times as great was Ecuador, 1906 8.8 60–65 to determine your
the 1960 Chile earthquake as Alaska, 1957 8.8 students’ familiarity with the
the 1938 Indonesia earthquake? Kuril Islands, 1958 8.7
Alaska, 1965 8.7
Zero Product Property.
59. The largest aftershock of the India, 1950 8.6
1964 Alaskan earthquake was Chile, 1922 8.5
6.7 on the Richter scale. How Indonesia, 1938 8.5
Assessment Options
many times as great was the Practice Quiz 2 The quiz
main earthquake as this provides students with a brief
aftershock? 102.5 or about 316
times as great
Source: U.S. Geological Survey
review of the concepts and skills
By William Risser and Marcy E. Mullins, USA TODAY
in Lessons 14-4 through 14-6.
Getting Ready for PREREQUISITE SKILL Solve each equation. Lesson numbers are given to the
the Next Lesson (To review solving equations using the Zero Product Property, see Lesson 6-3.) right of the exercises or instruction
60. (x  6)(x  5)  0 6, 5 61. (x  1)(x  1)  0 1, 1 lines so students can review
5 concepts not yet mastered.
62. x(x  2)  0 0, 2 63. (2x  5)(x  2)  0 , 2
1 1 2
64. (2x  1)(2x 1)  0 ,  65. x2(2x  1)  0 0, 1 Quiz (Lessons 14-5 and 14-6)
2 2 2 is available on p. 894 of the
Chapter 14 Resource Masters.
P ractice Quiz 2 Lessons 14-4 through 14-6
Verify that each of the following is an identity. (Lessons 14-5) 1–3. See pp. 811A–811N. Answer (p. 796)
sin  (cos   1)
1. sin  sec   tan  2. sec   cos   sin  tan  3. sin   tan    47. Sample answer: The sound waves
cos 
Verify that each of the following is an identity. (Lessons 14-4 and 14-5) 4–6. See pp. 811A–811N.
associated with music can be
3 modeled using trigonometric
4. sin (90°  )  cos  5. cos    sin  6. sin (  30°)  cos (  60°)  cos 
2 functions. Answers should include
Find the exact value of each expression by using the double-angle or half-angle formulas. (Lesson 14-6) the following information.
3 3 8. cos  if sin   9; 270°    360° 
9
82 • In moving from one harmonic to
7. sin 2 if cos     
2 ; 180°    270°  2 41
2 82 the next, the number of
9. sin 165°  2  
3
5
10. cos  
8 
 2  2
vibrations that appear as sine
 2 2
waves increases by 1.
Lesson 14-6 Double-Angle and Half-Angle Formulas 797 • The period of the function as you
move from the nth harmonic to
the (n  1)th harmonic decreases
Online Lesson Plans 2 2
from  to .
n n1
USA TODAY Education’s Online site offers resources and
interactive features connected to each day’s newspaper.
Experience TODAY, USA TODAY’s daily lesson plan, is
available on the site and delivered daily to subscribers.
This plan provides instruction for integrating USA TODAY
graphics and key editorial features into your mathematics
classroom. Log on to www.education.usatoday.com.

Lesson 14-6 Double-Angle and Half-Angle Formulas 797

Graphing
Calculator
A Preview of Lesson 14-7
Investigation
A Preview of Lesson 14-7

Getting Started Solving Trigonometric Equations

The graph of a trigonometric function is made up of points that represent all values
that satisfy the function. To solve a trigonometric equation, you need to find all values
Approximate Solutions In of the variable that satisfy the equation. You can use a TI-83 Plus to solve
Example 1, approximate solutions trigonometric equations by graphing each side of the equation as a function and then
can also be found by using the locating the points of intersection.
Trace feature. In most situations
however, the Intersect feature Example 1 Use a graphing calculator to solve sin x  0.2 if 0°  x
360°.
will give more accurate solutions. Rewrite the equation as two functions, y  sin x and y  0.2. Then graph the two
functions. Look for the point of intersection.

Teach Make sure that your calculator is in degree mode to get the correct viewing window.

KEYSTROKES: MODE ENTER WINDOW 0 ENTER

• You might wish to demon- 360 ENTER 90 ENTER 2 ENTER 1 ENTER 1
strate the technique shown in ENTER SIN X,T,,n ENTER 0.2 ENTER
Example 1 by first using a
simple quadratic equation like GRAPH
x2  9, whose solutions Based on the graph, you can see that there are two points of [0, 360] scl: 90 by [2, 1] scl: 1
students will readily know. intersection in the interval 0° x  360°. Use or 2nd
Graph y  x2 and y  9 to see [CALC] 5 to approximate the solutions. The approximate
that they intersect at two points, solutions are 168.5° and 11.5°.
where x  3 and x  3, just
as students will expect. Like other equations you have studied, some trigonometric equations have no real solutions.
Carefully examine the graphs over their respective periods for points of intersection. If there are
• Remind students that the no points of intersection, then the trigonometric equation has no real solutions.
solutions of the equation are
the x values of the points of
intersection, not the y values.
Example 2 Use a graphing calculator to solve
tan2 x cos x  5 cos x  0 if 0°  x
360°.
• If the expression on the right Because the tangent function is not continuous, place the
side of an equation is just 0 (as calculator in Dot mode. The related functions to be graphed
in Exercises 3 and 6), you can are y  tan2 x cos x  5 cos x and y  0.
graph the function for the left These two functions do not intersect. Therefore, the equation
side of the equation and then tan2 x cos x  5 cos x  0 has no real solutions. [0, 360] scl: 90 by [15, 15] scl: 1
just use the Zero feature on the 1–6. See pp. 811A–811N for graphs.
CALC menu to find approximate Exercises 1. 53.1°, 126.9° 3. no real solution 4. no real solution
solutions. Use a graphing calculator to solve each equation for the values of x indicated.
1. sin x  0.8 if 0°  x  360° 2. tan x  sin x if 0°  x  360° 0°, 180°
3. 2 cos x  3  0 if 0°  x  360° 4. 0.5 cos x  1.4 if 720°  x  720°
Assess 5. sin 2x  sin x if 0°  x  360° 6. sin 2x  3 sin x  0 if 360°  x  360°
60°, 180°, 300° 360°, 180°, 0°, 180°
In Exercises 3–4, check to see
www.algebra2.com/other_calculator_keystrokes
that students can explain why
there are no real solutions. 798 Investigating Slope-Intercept Form
In Exercise 6, make sure students 798 Chapter 14 Trigonometric Graphs and Identities

found all four possible values.

Students who found fewer than
four are not using the correct
domain for x.

798 Chapter 14 Trigonometric Graphs and Identities

 Solving Trigonometric Lesson
Equations Notes

• Solve trigonometric equations.

• Use trigonometric equations to solve real-world problems.
1 Focus
can trigonometric equations
Vocabulary be used to predict temperature? 5-Minute Check
• trigonometric equation
The average daily high temperature Transparency 14-7 Use as
for a region can be described by a a quiz or review of Lesson 14-6.
trigonometric function. For example,
the average daily high temperature Mathematical Background notes
for each month in Orlando, Florida, are available for this lesson on
can be modeled by the function
T  11.56 sin (0.4516x  1.641)  80.89,
page 760D.
where T represents the average daily
high temperature in degrees can trigonometric
Fahrenheit and x represents the month equations be used to
of the year. This equation can be used predict temperature?
to predict the months in which the
average temperature in Orlando will Ask students:
be at or above a desired temperature. • Why would temperature not
be modeled by a quadratic
function? Sample answer:
SOLVE TRIGONOMETRIC EQUATIONS You have seen that trigonometric
identities are true for all values of the variable for which the equation is defined. Temperature varies periodically
However, most trigonometric equations, like some algebraic equations, are true for and does not continue upward or
some but not all values of the variable. downward to infinity. So tempera-
ture should be modeled by a trigo-
Example 1 Solve Equations for a Given Interval nometric, not a quadratic, function.
Find all solutions of each equation for the given interval. • What can you tell about the
a. cos2   1; 0°  
360° range of temperatures by
cos2   1 Original equation studying the function T? The
cos2 10 Solve for 0. temperature varies 11.56 degrees
(cos   1)(cos   1)  0 Factor. (the amplitude of the function)
Now use the Zero Product Property.
above and below a temperature of
80.89 F (the midline of the
cos   1  0 or cos   1  0
function).
cos   1 cos   1
• What can you tell about the
  180°   0°
maximum temperature by
The solutions are 0° and 180°. studying the function?
b. sin 2  2 cos ; 0  
2 The maximum temperature is
sin 2  2 cos  Original equation
11.56  80.89, or 92.45 F.
2 sin  cos   2 cos  sin 2 = 2 sin  cos 
2 sin  cos   2 cos   0 Solve for 0.
2 cos  (sin   1)  0 Factor.
(continued on the next page)
Lesson 14-7 Solving Trigonometric Equations 799

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 14 Resource Masters School-to-Career Masters, p. 28 5-Minute Check Transparency 14-7
• Study Guide and Intervention, pp. 873–874 Science and Mathematics Lab Manual, Answer Key Transparencies
• Skills Practice, p. 875 pp. 145–148
• Practice, p. 876 Teaching Algebra With Manipulatives Technology
• Reading to Learn Mathematics, p. 877 Masters, p. 304 Interactive Chalkboard
• Enrichment, p. 878
• Assessment, p. 894

Lesson x-x Lesson Title 799

 Use the Zero Product Property.
2 Teach 2cos   0
cos   0
or sin   1  0
sin   1
 3 
Building on Prior    or 
2 2
  
2
Knowledge  3
The solutions are  and .
2 2
In Lesson 6-3, students learned to
use the Zero Product Property to
solve equations. In this lesson, Trigonometric equations are usually solved for values of the variable between 0°
and 360° or 0 radians and 2 radians. There are solutions outside that interval.
students will use the Zero Product These other solutions differ by integral multiples of the period of the function.
Property to solve trigonometric
equations. Example 2 Solve Trigonometric Equations
a. Solve 2 sin   1 for all values of  if  is measured in radians.
SOLVE TRIGONOMETRIC 2 sin   1 Original equation

EQUATIONS 1
sin   
2
Divide each side by 2.

In-Class Examples Power Look at the graph of y

Point® y  sin  to find solutions y  sin 
1
1
1 Find all solutions of each of sin   .
2
equation for the given interval. 
O
3 2  
a. 2   1  sin ;
cos2 2 3

0    360 30, 150, 270

1
b. sin   sin 2; 0    2
 5
, , , 2 7 11 19 23 7 11 19 23
3 3 The solutions are , , , , and so on, and , , , ,
6 6 6 6 6 6 6 6
7 11
Teaching Tip In Example 2, and so on. The only solutions in the interval 0 to 2 are  and . The period
6 6
show students how to look for 7
of the sine function is 2 radians. So the solutions can be written as   2k
patterns in the solution of part 6
a. Students should look for pairs 11
and   2k, where k is any integer.
6
of solutions that differ by exactly
 or 2. b. Solve cos 2  cos   1  0 for all values of  if  is measured in degrees.
cos 2  cos   1  0 Original equation
2
2 cos2   1  cos   1  0 cos 2  2 cos2   1
a. Solve 2 sin  cos   cos  for 2 cos2   cos   0 Simplify.
all values of  if  is measured cos  (2 cos   1)  0 Factor.
in radians. Solve for  in the interval 0° to 360°.
  5
  2k,   2k,   2k, cos   0 or 2 cos   1  0
6 2 6 Study Tip
3   90° or 270° 2 cos   1
  2k, where k is any Expressing 1
2 Solutions as cos   
2
integer Multiples
The expression   120° or 240°
b. Solve cos   cos 2 for all 90°  k  180° includes The solutions are 90°  k • 180°, 120°  k • 360°, and 240°  k • 360°.
values of  if  is measured in 270° and its multiples,
degrees. 60  k  360, so it is not necessary to
list them separately. If an equation cannot be solved easily by factoring, try rewriting the expression
180  k  360, 300  k  360, using trigonometric identities. However, using identities and some algebraic
where k is any integer operations, such as squaring, may result in extraneous solutions. So, it is necessary
to check your solutions using the original equation.
800 Chapter 14 Trigonometric Graphs and Identities

800 Chapter 14 Trigonometric Graphs and Identities

 Example 3 Solve Trigonometric Equations Using Identities In-Class Examples Power
Point®
Solve cos  tan   sin2   0.
cos  tan   sin2   0 Original equation 3 Solve sin  cot   cos2 .
sin  90  k  180, where k is any
cos    sin2   0 tan  = 
sin 

cos  cos  integer
sin   sin2   0 Multiply.
4 Solve sin2   14  cos .
sin  (1  sin )  0 Factor.
60  k  360, 300  k  360,
sin   0 or 1  sin   0 where k is any integer
  0°, 180°, or 360° sin   1
  90°

CHECK
cos  tan   sin2   0 cos  tan   sin2   0
cos 0° tan 0°  sin2 0°  0  = 0° cos 180° tan 180°  sin2 180°  0  = 180°

1000 1  0  0  0
00 ⻫ 00 ⻫

cos  tan   sin2   0 cos  tan   sin2   0

cos 360° tan 360°  sin2 360°  0  = 360° cos 90° tan 90°  sin2 90°  0  = 90°
1000
00 ⻫ tan 90° is undefined.
Thus, 90° is not a solution.
The solution is 0°  k  180°.

Some trigonometric equations have no solution. For example, the equation

cos x  4 has no solution since all values of cos x are between 1 and 1, inclusive.
Thus, the solution set for cos x  4 is empty.

Example 4 Determine Whether a Solution Exists

Solve 3 cos 2  5 cos   1.
3 cos 2  5 cos   1 Original equation
3(2 cos2   1)  5 cos   1 cos 2  2cos2   1
6 cos2   3  5 cos   1 Multiply.
6 cos2   5 cos   4  0 Subtract 1 from each side.
(3 cos   4)(2 cos   1)  0 Factor.

3 cos   4  0 or 2 cos   1  0
3 cos   4 2 cos   1
4 1
cos    cos   
3 2
Not possible since   120° or 240°
cos  cannot be greater than 1.
Thus, the solutions are 120°  k  360° and 240°  k  360°.

www.algebra2.com/extra_examples Lesson 14-7 Solving Trigonometric Equations 801

Differentiated Instruction
Interpersonal As students work through this lesson, have them create
a class list on the chalkboard that identifies common errors they made.
Encourage students to add suggestions for how to avoid their errors. For
example, one common error is having one’s calculator set to degrees
when it needs to be set to radians for a problem, and vice versa.

Lesson 14-7 Solving Trigonometric Equations 801

USE TRIGONOMETRIC USE TRIGONOMETRIC EQUATIONS Trigonometric equations are often
used to solve real-world situations.
EQUATIONS
In-Class Example Power
Point®
Example 5 Use a Trigonometric Equation
GARDENING Rhonda wants to wait to plant her flowers until there are at least
Teaching Tip As students work 14 hours of daylight. The number of hours of daylight H in her town can be
Example 5, some of them may represented by H  11.45  6.5 sin (0.0168d  1.333), where d is the day of the
calculate sin1 0.392 as 23.079. year and angle measures are in radians. On what day is it safe for Rhonda to
plant her flowers?
Point out that this result occurs
when their calculator is set to H  11.45  6.5 sin (0.0168d  1.333) Original equation

degrees instead of radians. 14  11.45  6.5 sin (0.0168d  1.333) H = 14

2.55  6.5 sin (0.0168d  1.333) Subtract 11.45 from each side.
5 GARDENING Refer to Exam-
ple 5 in the Student Edition. If 0.392  sin (0.0168d  1.333) Divide each side by 6.5.

Rhonda decides to wait until 0.403  0.0168d  1.333 Sin1 0.392  0.403
there are 15 hours of daylight, 1.736  0.0168d Add 1.333 to each side.
on what day can she plant her 103.333  d Divide each side by 0.0168.
flowers? around the 114th day
Rhonda can safely plant her flowers around the 104th day of the year, or around
of the year, or around April 24 April 14.

3 Practice/Apply
Concept Check 1. Tell why the equation sec   0 has no solutions.
Study Notebook 1–3. See margin. 3
2. Explain why the number of solutions to the equation sin    is
2
infinite.

Have students— 3. OPEN ENDED Write an example of a trigonometric equation that has no
solution.
• complete the definitions/examples
  5 3
for the remaining terms on their Guided Practice Find all solutions of each equation for the given interval. 6. , , , 
6 2 6 2
GUIDED PRACTICE KEY 4. 4 cos2   1; 0°    360° 5. 2 sin2   1  0; 90°    270°
Vocabulary Builder worksheets for 60°, 120°, 240°, 300° 135°, 225°
Exercises Examples  
Chapter 14. 6. sin 2  cos ; 0    2 7. 3 sin2   cos2   0; 0     
2 6
4–7 1
• summarize some techniques they 8–11 2 Solve each equation for all values of  if  is measured in radians.
2k
used for solving trigonometric 12, 13 3 8. cos 2  cos  0   9. sin   sin  cos   0 0  k
14 5 3
equations. Solve each equation for all values of  if  is measured in degrees.
• include any other item(s) that they 10. sin   1  cos  11. 2 cos2   2  5 cos 
find helpful in mastering the skills 7 11 90°  k  360°, 180°  k  360° 60°  k  360°, 300  k  360°
12.   2k,  
6 6 Solve each equation for all values of .
in this lesson. 2k or 210°  k 
12. 2 sin2   3 sin   2  0 13. 2 cos2   3 sin   3  0
360°, 330°  k  360°
Application 14. PHYSICS According to Snell’s law, the
 5 angle at which light enters water  is
13.   2k,  
About the Exercises… 6

6 related to the angle at which light travels in 
Organization by Objective 2k,   2k or 30° water  by the equation sin   1.33 sin .
2 At what angle does a beam of light enter
• Solve Trigonometric  k  360°, 150°  k  the water if the beam travels at an angle of
Equations: 15–40 360°, 90°  k  360° 23° through the water? 31.3° 

• Use Trigonometric
Equations: 41–44
802 Chapter 14 Trigonometric Graphs and Identities
Odd/Even Assignments
Exercises 15–40 are structured
so that students practice the
Answers
same concepts whether they
are assigned odd or even 1  5
1. Sample answer: If sec   0 then   0. Since 24.   2k,   2k,   2k
cos  3 3
problems. 1 2 4
no value of  makes   0, there are no solutions. 25    2k,   2k
cos  3 3
Assignment Guide 2. Sample answer: The function is periodic with two 26. 0  2k
Basic: 15–39 odd, 41–55 solutions in each of its infinite number of periods.  5
27.   2k,   2k
Average: 15–39 odd, 41–55 3. Sample answer: sin   2 3 3
 5
Advanced: 16–40 even, 41–55  5
23.   2k,   2k 28. 0  k,   2k,   2k
6 6
3 3
802 Chapter 14 Trigonometric Graphs and Identities
 NAME ______________________________________________ DATE ____________ PERIOD _____

Study
14-7 Guide
Study andIntervention
Guide and Intervention,
Practice and Apply p. 873
Solving(shown)
Trigonometricand p. 874
Equations
Solve Trigonometric Equations You can use trigonometric identities to solve
trigonometric equations, which are true for only certain values of the variable.

Homework Help Find all solutions of each equation for the given interval. Example 1 Find all solutions of Example 2 Solve sin 2  cos   0
4 sin2   1  0 for the interval
16. 2 sin   3 ; 180°    360°
for all values of . Give your answer in
For
Exercises
See
Examples
15. 2 cos   1  0; 0°    360° 0

360.
4 sin2   1  0
both radians and degrees.
sin 2  cos   0

17. 4 sin2   1; 180°    360° 18. 4 cos2   3; 0°    360°

4 sin2   1 2 sin  cos   cos   0

Lesson 14-7
15–22 1 1
sin2   
4
cos  (2 sin   1)  0
cos   0 or 2 sin   1  0
23–34 2
  sin   1; 0    2 20. sin2   1  cos2 ; 0    
1
19. 2 cos2 sin   
2
  30, 150, 210, 330
sin   
1
2
35–40 3, 4   90  k  180;   210  k  360,

41–43 5 21. 2 sin2   sin   0;     2 22. 2 cos2   cos ; 0    2 

    k  
2
330  k  360;
7
    k  2,
6
11
  k  2
6
Extra Practice
See page 861. Solve each equation for all values of  if  is measured in radians. Exercises
Find all solutions of each equation for the given interval.
23. cos 2  3 cos   1  0 24. 2 sin2   cos   1  0 1. 2 cos2   cos   1, 0    2 2. sin2  cos2   0, 0    2
15. 60°, 300°  5
, , 

0, , , 
3
5 3 3 3 2 2

16. 240°, 300° 25. cos2    cos     0 26. cos   3 cos   2 3
2 2 3. cos 2  2
, 0    360 4. 2 sin   3
  0, 0    2
 2
17. 210°, 330° 27. 4 cos2   4 cos   1  0 28. cos 2  1  sin 
15, 165, 195, 345 , 
3 3

18. 30°, 150°, 210°, 23–28. See margin. Solve each equation for all values of  if  is measured in radians.
330° 5. 4 sin2   3  0 6. 2 cos  sin   cos   0
 5 3 Solve each equation for all values of  if  is measured in degrees.
 2
  k  ,   k  
 3
  k  2,   k  2,
19. , ,  3 3 2
7
2
11
6 6 2   k  2,   k  2
29. sin   cos  30. tan   sin 
6 6

20.  Solve each equation for all values of  if  is measured in degrees.
2 31. sin2   2 sin   3  0 32. 4 sin2   4 sin   1  0 7. cos 2  sin2   
1
8. tan 2  1
7 11
2
45  k  90 67.5  k  360, 157.5  k  360
21. ,  7
6 6 33. tan2   3 tan   0 34. cos2    cos   2  0
 3 2 4 2 NAME ______________________________________________ DATE ____________
GlPERIOD
Al _____

22. , , ,  29–34. See margin. Gl

Skills
14-7
/M G Hill

Practice, p. 875 and

873 b 2

2 2 3 3 Practice (Average)
Practice, p. 876 (shown)
Solve each equation for all values of . 35–40. See pp. 811A–811N. Solving Trigonometric Equations
Find all solutions of each equation for the given interval.

35. sin2   cos 2  cos   0 36. 2 sin2   3 sin   2  0 1. sin 2  cos , 90    180 2. 2
 cos   sin 2 , 0    360
90, 150 45, 90, 135, 270
37. sin2   cos2   1 38. 2 cos2   cos   0 3. cos 4  cos 2, 180    360 4. cos   cos (90  )  0, 0    2
3 7
   180, 240, 300 , 
39. sin   cos   1 40. sin   cos   2
4 4
3 
5. 2  cos   2 sin2 ,      6. tan2   sec   1,     
2 2 2 4 3
, 
2
2

2

3 2 3
352
41. S   or S  352 cot  Solve each equation for all values of  if  is measured in radians.
tan  7. cos2   sin2  8. cot   cot3 
    
  k    k and   k 
LIGHT For Exercises 41 and 42, use the 4
9. 2
2
 sin3   sin2 
2 4
10. cos2  sin   sin 
2

information shown.  3
k,   2k, and   2k
4 4
k
11. 2 cos 2  1  2 sin2  12. sec2   2
41. The length of the shadow S of the  
  k 
 
  k 
4 2 4 2
International Peace Memorial at Solve each equation for all values of  if  is measured in degrees.

Put-In-Bay, Ohio, depends upon the 13. sin2  cos   cos  14. csc2   3 csc   2  0
90  k  180 30  k  360, 90  k  360, and
angle of inclination of the Sun, . 150  k  360

Express S as a function of . 352 ft 3

15.   4(1  cos )
1  cos 
16. 2
 cos2   cos2 
60  k  180 and 120  k  180 90  k  180 and 450  k  360

42. Find the angle of inclination  Solve each equation for all values of .
 2  5
17. 4 sin2   3   k and   k, 18. 4 sin2   1  0   k and   k,
that will produce a shadow 560 feet 3
or 60  k  180 and 120  k  180
3 6
or 30  k  180 and 150  k  180
6

long. about 32° 

19. 2 sin2   3 sin   1   ,
6
k
3
20. cos 2  sin   1  0 k and   2k,

6
or 30  k  60 or k  180 and 30  k  360
Waves 21. WAVES Waves are causing a buoy to float in a regular pattern in the water. The vertical
In the oceans, the height position of the buoy can be described by the equation h  2 sin x. Write an expression
that describes the position of the buoy when its height is at its midline. k or k  180
and period of water waves 22. ELECTRICITY The electric current in a certain circuit with an alternating current can
be described by the formula i  3 sin 240t, where i is the current in amperes and t is the
are determined by wind time in seconds. Write an expression that describes the times at which there is no
current. 0.75kt
velocity, the duration of the
wind, and the distance the WAVES For Exercises 43 and 44, use the following information. Gl NAME
/M G ______________________________________________
Hill 876 DATE ____________
Gl PERIOD
Al _____
b 2
Reading
14-7 Readingto
to Learn
Learn Mathematics
wind has blown across the For a short time after a wave is created by a boat, the height of the wave can be ELL
1 1 2t
Mathematics, p. 877
Solving Trigonometric Equations
water. modeled using y  h  h sin , where h is the maximum height of the wave in Pre-Activity
Source: www.infoplease.com
2 2 P How can trigonometric equations be used to predict temperature?
Read the introduction to Lesson 14-7 at the top of page 799 in your textbook.
feet, P is the period in seconds, and t is the propagation of the wave in seconds. Describe how you could use a graphing calculator to determine the months in
which the average daily high temperature is above 80F. (Assume that x  1
43. If h  3 and P  2 seconds, write the equation for the wave and draw its graph represents January.) Specify the graphing window that you would use.
Sample answer: Graph the functions
y  11.56 sin (0.4516x  1.641)  80.89 (using radian mode)
over a 10-second interval. See pp. 811A–811N. and y  80 on the same screen. Use the window [1, 12] by

Lesson 14-7
[60, 100] with Xscl  1 and Yscl  4. Note the x values for
which the curve is above the horizontal line.
44. How many times over the first 10 seconds does the graph predict the wave to be
Reading the Lesson
one foot high? 10 1. Identify which equations have no solution. C, E, and G
1
A. sin   1 B. tan   0.001 C. sec   
www.algebra2.com/self_check_quiz Lesson 14-7 Solving Trigonometric Equations 803 D. csc   3 E. cos   1.01 F. cot   1000
2

G. cos   2  1 H. sec   1.5  0 I. sin   0.009  0.99

2. Use a trigonometric identity to write the first step in the solution of each trigonometric
equation. (Do not complete the solution.)
NAME ______________________________________________ DATE ____________ PERIOD _____
a. tan   cos2   sin2 , 0    2 tan   1
Answers Enrichment,
14-7 Enrichment p. 878 b. sin2   2 sin   1  0, 0    360 (sin  1)2  0
c. cos 2  sin , 0    360 1  2 sin2   sin 

29. 45  k  180 Families of Curves d. sin 2  cos , 0    2 2 sin  cos   cos 

e. 2 cos 2  3 cos   1, 0    360 2(2 cos2   1)  3 cos   1

30. 0  k  180
Use these graphs for the problems below.
f. 3 tan2   5 tan   2  0 (3 tan   1)(tan   2)  0
n
The Family y  x The Family y  e mx

31. 270  k  360

y m=–2 m = y
1.8
n=4 n=2 n=1 – 4 m = 4m = 2 Helping You Remember
m = – 1–2 m=–1 m=1 m = 1–2
n = 10
1.6 4 3. A good way to remember something is to explain it to someone else. How would you
n = 1–2
explain to a friend the difference between verifying a trigonometric identity and solving
32. 30  k  360, 150  k  360
1.4
n= 1
– a trigonometric equation. Sample answer: Verifying a trigonometric identity
1.2 4 3
m = 1–4 means showing that the two sides are equal for all values of the variable
1.0 1
n = –– for which the functions involved are defined. This is done by

33. 0  k  180, 60  k  180

10
m = – 1–4
0.8 2 transforming one or both sides until the same expression is obtained on
0.6 both sides. Solving a trigonometric equation means finding the values of
0.4
m=0 the variable for which both sides are equal. This process may require
simplifying trigonometric expressions, but it also requires finding the
34. 120  k  360, 240  k  360 0.2

O 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 x –3 –2 –1 O 1 2 3 x

angles for which a trigonometric function has a particular value.

1 U th h th l ft t d ib th l ti hi th

Lesson 14-7 Solving Trigonometric Equations 803

 45. CRITICAL THINKING Computer games often use transformations to distort

4 Assess images on the screen. In one such transformation, an image is rotated

counterclockwise using the equations x'  x cos   y sin  and
y'  x sin   y cos . If the coordinates of an image point are (3, 4) after a 60°
Open-Ended Assessment rotation, what are the coordinates of the preimage point? (4.964, 0.598)

Speaking Have students show 46. WRITING IN MATH Answer the question that was posed at the beginning of
you a trigonometric equation the lesson. See margin.
they solved and explain step by How can trigonometric equations be used to predict temperature?
step how they performed each Include the following in your answer:
step of their computation. • an explanation of why the sine function can be used to model the average
daily temperature, and
• an explanation of why, during one period, you might find a specific average
Assessment Options temperature twice.
Quiz (Lesson 14-7) is available
on p. 894 of the Chapter 14 Standardized 47. Which of the following is not a possible solution of 0  sin   cos  tan2 ? D
Resource Masters.
Test Practice A
3
 B
7
 C 2 D
5

4 4 2
48. The graph of the equation y  2 cos  is shown. y
2
Which is a solution for 2 cos   1? B
Answer A
8
 B
13
 1
3 3
46. Sample answer: Temperatures are 10 15
C  D   O  
cyclic and can be modeled by 3 3
1
trigonometric functions. Answers
should include the following 2

information.
• A temperature could occur twice
in a given period such as when Maintain Your Skills
the temperature rises in the  
Mixed Review Find the exact value of sin 2, cos 2, sin , and cos  for each of the following.
2 2
spring and falls in autumn. (Lesson 14-6)
24 7  10 3
49. sin   ; 0°    90°
1
50. cos   ; 0°    90°
49. , , , 5 2
25 25 10
310 5
51. cos   ; 0°    90°
4
52. sin   ; 0°    90°
  6 5
10
3 1 1 3
50. , , ,  Find the exact value of each expression. (Lesson 14-5)
2 2 2 2
53. sin 240°   3 
54. cos 315°  2 C
511 7 3
51. , , , 2 2
18 18 6 55. Solve ABC. Round measures of sides and
 
33 angles to the nearest tenth. (Lesson 13-4) b
 8
6 b  11.0, c  12.2, mC  78
24 7 5
52. , , ,
40˚ 62˚
25 25 5 A c B
25
 
5

Trig Class Angles for Lessons in Lit

It is time to complete your project. Use the information and data
you have gathered about the applications of trigonometry to
prepare a poster, report, or Web page. Be sure to include graphs,
tables, or diagrams in the presentation.
www.algebra2.com/webquest

804 Chapter 14 Trigonometric Graphs and Identities

804 Chapter 14 Trigonometric Graphs and Identities

 Study Guide
and Review
Vocabulary and Concept Check
Vocabulary and
amplitude (p. 763) midline (p. 771) trigonometric identity (p. 777)
double-angle formula (p. 791) phase shift (p. 769) vertical shift (p. 771)
Concept Check
half-angle formula (p. 793) trigonometric equation (p. 799)
• This alphabetical list of
vocabulary terms in
Choose the correct letter that best matches each phrase.
a. amplitude Chapter 14 includes a page
1. horizontal translation of a trigonometric function h
b. midline reference where each term was
2. a reference line about which a graph oscillates b
c. period introduced.
3. vertical translation of a trigonometric function d
1 d. vertical shift • Assessment A vocabulary
4. the formula used to find cos 22° f
2 e. double-angle formula
5. sin 2  2 sin  cos  e
test/review for Chapter 14 is
f. half-angle formula available on p. 892 of the
6. a measure of how long it takes for a graph to repeat itself c
g. difference of angles Chapter 14 Resource Masters.
7. cos (  )  cos  cos   sin  sin  g formula
8. the absolute value of half the difference between the h. phase shift
maximum and minimum values of a periodic function a
Lesson-by-Lesson
Review
For each lesson,
• the main ideas are
14-1 Graphing Trigonometric Functions summarized,
See pages Concept Summary • additional examples review
762–768.
• For trigonometric functions of the form y  a sin b and y  a cos b, concepts, and
360° 2
the amplitude is a, and the period is  or . • practice exercises are provided.
b b
• The period of y  a tan b is b or b.
180°
   
Vocabulary
Example Find the amplitude and period of y = 2 cos 4. y
Then graph the function. 2
PuzzleMaker
The amplitude is 2 or 2. ELL The Vocabulary PuzzleMaker
1
360°
The period is  or 90°. software improves students’ mathematics
4 
O
vocabulary using four puzzle formats—
90˚ 180˚ 270˚ 360˚
Use the amplitude and period to graph the function. crossword, scramble, word search using a
1 word list, and word search using clues.
Students can work on a computer screen
2
y  2 cos 4
or from a printed handout.

Exercises Find the amplitude, if it exists, and period of each function. Then MindJogger
graph each function. See Example 1 on page 765. 9–14. See pp. 811A–811N.
1 1 Videoquizzes
9. y   cos  10. y  4 sin 2 11. y  sin 
2 2
12. y  5 sec 
1 2
13. y   csc  14. y  tan 4 ELL MindJogger Videoquizzes
2 3 provide an alternative review of concepts
presented in this chapter. Students work
www.algebra2.com/vocabulary_review Chapter 14 Study Guide and Review 805 in teams in a game show format to gain
points for correct answers. The questions
are presented in three rounds.
TM
Round 1 Concepts (5 questions)
Have students look through the chapter to make sure they have Round 2 Skills (4 questions)
included notes and examples of graphs for each lesson in this Round 3 Problem Solving (4 questions)
chapter in their Foldable.
For more information
Encourage students to refer to their Foldables while completing
about Foldables, see
the Study Guide and Review and to use them in preparing for the
Teaching Mathematics
Chapter Test.
with Foldables.

Chapter 14 Study Guide and Review 805

Study Guide and Review Chapter 14 Study Guide and Review

Answers 14-2 Translations of Trigonometric Graphs

See pages Concept Summary
1 769–776.
15. 1, , 180, 60 • For trigonometric functions of the form y  a sin b(  h), y  a cos (  h), and
2 y  a tan (  h), the phase shift is to the right when h  0 and to the left when h  0.
y
5 • For trigonometric functions of the form y  a sin b(  h)  k, y  a cos (  h)  k,
4
and y  a tan (  h)  k, the vertical shift is up when k  0 and down when k  0.
3
2 1
y  2 sin [2(  60˚)]  1

1 Example State the vertical shift, amplitude, period, and phase shift of y  3 sin 2    2.
2
O  Then graph the function.
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
2 Identify the values of k, a, b, and h. y
3 3 y  3 sin 2   
[( )]  2
4 k  2, so the vertical shift is –2. 2
2

5
a  3, so the amplitude is 3. 1

2 1
O   3
b  2, so the period is  or . 2 4
2
16. 3, does not exist, 720, 90 2 2
  3
y h  , so the phase shift is  to the right. 4
2 2
10 5
8
6
4
2 Exercises State the vertical shift, amplitude, period, and phase shift of each
O  function. Then graph the function. See Example 3 on page 772. 15–18. See margin.
540˚360˚180˚ 180˚ 360˚ 540˚
16. y  2 tan  (  90°)  3
4 1 1
15. y   sin [2(  60°)]  1
6 2 4
8  2
17. y  3 sec      1     2
1 1 1
10 18. y   cos    
2 4 3 3 3
1
[ (
y  2 tan 4   90˚  3 )]

17. 1, does not exist, 4, 

 14-3 Trigonometric Identities
4 See pages
y Concept Summary
777–781. sin  cos 
10
• Quotient Identities: tan   , cot   
8 cos  sin 
6 1 1 1
4 • Reciprocal Identities: csc   , sec   , cot   
sin  cos  tan 
2
O 
• Pythagorean Identities: cos2   sin2   1, tan2   1  sec2 , cot2   1  sec2 
3 2   2 3
4
6 Example Simplify sin  cot  cos .
8 sin  cos  cos 
cos 
10 sin  cot  cos        cot  =  
1 sin  sin 
1
[1 (
y  3 sec 2   4

)]  1  cos2  Multiply.

1 2
18. 2, , 6,  Exercises Find the value of each expression. See Example 1 on page 778.
3 3 5 4 1 23
y 19. cot , if csc   ; 270°    360°  20. sec , if sin   ; 0°    90° 
3 3 2 3
5
4
3 Simplify each expression. See Example 2 on page 778. 21. sin2  22. cot  23. sec 
2 21. sin  csc   cos2  22. cos2  sec  csc  23. cos   sin  tan 
1

4 2
O
2 4 
806 Chapter 14 Trigonometric Graphs and Identities
2
3
4
5
1
y  3 cos 3   3 [1( 2
)]  2

806 Chapter 14 Trigonometric Graphs and Identities

 Chapter 14 Study Guide and Review Study Guide and Review

14-4 Verifying Trigonometric Identities Answers

See pages Concept Summary
782–785.
• Use the basic trigonometric identities to transform one or both sides of a sin 
25.   csc   cot 
trigonometric equation into the same form. 1  cos 
sin  1 cos 
Example Verify that tan   cot   sec  csc .
    
1  cos  sin  sin 
tan   cot   sec  csc  Original equation sin  1  cos 
  
sin  cos  sin  cos  1  cos  sin 
    sec  csc  tan   , cot   
cos  sin  cos  sin  sin  1  cos  1  cos 
    
sin2   cos2 
  sec  csc  Rewrite using the LCD, cos  sin .
1  cos  sin  1  cos 
cos  sin 
sin  1  cos2 
1    
  sec  csc  sin2   cos2   1 1  cos  sin  (1  cos )
cos  sin 
sin  sin2 
1 1
 •   sec  csc 
   
cos  sin 
Rewrite as the product of two expressions. 1  cos  sin  (1  cos )
sin  sin 
sec  csc   sec  csc  1 1
  sec ,   csc    
cos  sin  1  cos  1  cos 
Exercises Verify that each of the following is an identity. 26. cot2  sec2   1  cot2 
See Examples 1–3 on pages 782–783. 24–27. See margin. cos2  1
    1  cot2 
sin  cos 
24.     cos   sin 
sin 
25.   csc   cot  sin2  cos2 
tan  cot  1  cos  1
26. cot2  sec2   1  cot2  27. sec  ( sec   cos )  tan2    1  cot2 
sin2 
csc2   1  cot2 
1  cot2   1  cot2 
14-5 Sum and Difference of Angles Formulas
See pages Concept Summary
27. sec  (sec   cos )  tan2 
786–790.
• For all values of  and  : cos ( )  cos  cos 
sin  sin 
sin ( ± )  sin  cos  cos  sin 
1
 1

   cos   tan2 
cos  cos 
1
  1  tan2 
Example Find the exact value of sin 195°. cos2 
sin 195°  sin (150°  45°) 195°  150°  45° sec2   1  tan2 
 sin 150° cos 45°  cos 150° sin 45°   150°,   45° tan2   tan2 
1 2
2 

    –  
2 2  2 
3 2
Evaluate each expression.

2  6
  Simplify.
4

Exercises Find the exact value of each expression. See Example 1 on page 787.
31. 28. cos 15° 6 
 2 6 
29. cos 285°   2 30. sin 150° 
1
4 4 2
31. sin 195° 32. cos (210°) 3 33. sin (105°) 6  2
2 
  6    
4 2 4
Verify that each of the following is an identity. See Example 3 on page 788.
34–37. See 34. cos (90°  )  sin  35. sin (30°  )  cos (60°  )
pp. 811A–811N. 36. sin (  )  sin  37. cos   cos (  )

Chapter 14 Study Guide and Review 807

Answer
sin  cos 
24.     cos   sin 
tan  cot 
sin  cos 
    cos   sin 
sin  cos 
 
cos  sin 
cos  sin 
sin     cos     cos   sin 
sin  cos 
cos   sin   cos   sin 

Chapter 14 Study Guide and Review 807

 • Extra Practice, see pages 859–861.
Study Guide and Review • Mixed Problem Solving, see page 875.

Answers 14-6 Double-Angle and Half-Angle Formulas

See pages
Concept Summary
15 7 8
 215
 791–797.
• Double-angle formulas: sin 2  2 sin  cos , cos 2  cos2   sin2 ,
38. , 8,
8
 , cos 2  1  2 sin2 , cos 2  2 cos2   1
4
8

 215


• Half-angle formulas: sin 2  

2

, cos   
1  cos  
2
2

1  cos 

4
120 119  5 sec 
26
39. , , , 
26 Example Verify that csc 2   is an identity.
2 sin 
169 169 26 26
sec 
2066 239 187 102 csc 2   Original equation
40.  , , , 2 sin 
289 289 17 17 1

120 119  26 526
 1 cos 
41. , , ,    
2 sin 
1 1
csc   , sec   
sin  cos 
169 169 26 26 sin 2
1 1
   Simplify the complex fraction.
sin 2 2 sin  cos 
Answers (p. 809) 1
  
1
2 sin  cos   sin 2
sin 2 sin 2
2
5. 5, , 180, no phase shift
3  
y Exercises Find the exact values of sin 2, cos 2, sin , and cos  for each of the
2 2
9 following. See Examples 1 and 2 on pages 792 and 793. 38–41. See margin.
8 2 1 5
y  3 sin 2  5 38. sin   ; 0°    90° 39. sin   ; 180°    270°
7 4 13
6
5 12
5 40. cos   ; 90°    180° 41. cos   ; 270°    360°
4 17 13
3
2
1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚

14-7 Solving Trigonometric Equations
See pages Concept Summary
799–804.
6. 1, 4, 720, 30 • Solve trigonometric equations by factoring or by using trigonometric identities.
y
5 Example Solve sin 2  sin   0 if 0°  
360°.
4
3 sin 2  sin   0 Original equation
2 2 sin  cos   sin   0 sin 2 = 2 sin  cos 
1
sin  ( 2 cos   1)  0 Factor.
O 
540˚360˚180˚ 180˚ 360˚ 540˚
2 sin   0 or 2 cos   1  0
3
  0° or 180°   120° or 240°
4
5
[1( )]
y  4 cos 2   30˚  1 Exercises Find all solutions of each equation for the interval 0°  
360°.
See Example 1 on page 799.
42. 2 sin 2  1 15°, 75°, 195°, 255° 43. 2 cos2   sin2   2 cos  0°

Solve each equation for all values of  if  is measured in radians.

7 
11
  2k,   5
See Example 2 on page 800. 44.   2k 45.   2k,   2k
6 6 6 6
44. 6 sin   5 sin   4  0
2 45. 2 cos   3 sin 
2

808 Chapter 14 Trigonometic Graphs and Identities

808 Chapter 14 Trigonometric Graphs and Identities

 Practice Test

Vocabulary and Concepts

Assessment Options
Choose the correct term to complete each sentence.
Vocabulary Test A vocabulary
1. The ( period , phase shift) of y  3 sin 2(  60°)  2 is 120°.
test/review for Chapter 14 can
2. A midline is used with a (phase shift, vertical shift ) of a trigonometric function.
be found on p. 892 of the
3. The amplitude of y   cos [3(  4)]  1 is , 3.
1 1
3 3 Chapter 14 Resource Masters.
4. The (cosine, cosecant ) has no amplitude. Chapter Tests There are six
Chapter 14 Tests and an
Skills and Applications Open-Ended Assessment task
available in the Chapter 14
State the vertical shift, amplitude, period, and phase shift of each function. Then Resource Masters.
graph the function. 5–6. See margin.
6. y  4 cos (  30°)  1
2 1
5. y   sin 2  5 Chapter 14 Tests
3 2
Find the value of each expression. Form Type Level Pages
1 3 3 5 1 MC basic 879–880
7. tan , if sin   ; 90°    180°  8. sec , if cot   ; 180°    270° 
2 3 4 3 2A MC average 881–882
Verify that each of the following is an identity. 9–12. See pp. 811A–811N.
2B MC average 883–884
cos 
9. (sin   cos )2  1  sin 2 10.   sec  2C FR average 885–886
1  sin 
2

sec  sin  1  tan 

2 2D FR average 887–888
11.     cot  12.   sec4 
sin  cos  cos 
2
3 FR advanced 889–890
6  2 14.  2  6 2
Find the exact value of each expression. 13.   15. 
4 4 2 MC = multiple-choice questions
13. cos 285° 14. sin 345° 15. sin (225°)
1
16. cos 480°  17. cos 67.5° 
2  2
18. sin 75° 6  2
FR = free-response questions
2 2 
Solve each equation for all values of  if  is measured in degrees. 4 Open-Ended Assessment
0°  k  360°, 120°  k  360°,
19. sec   1  tan  0°  k  360° 20. cos 2  cos  240°  k  360° Performance tasks for Chapter 14
21. cos 2  sin   1 0°  k  180°, 30°  k  360°, 22. sin   tan  0°  k  180° can be found on p. 891 of the
150°  k  360° Chapter 14 Resource Masters. A
GOLF For Exercises 23 and 24, use the following information.
A golf ball is hit with an initial velocity of 100 feet per second. The distance the ball sample scoring rubric for these
v2 tasks appears on p. A28.
travels is found by the formula d  0 sin 2, where v0 is the initial velocity, g is the
g
acceleration due to gravity, 32 feet per second squared, and  is the measurement of Unit 5 Test A unit test/review
the angle that the path of the ball makes with the ground.
can be found on pp. 899–900 of
23. Find the distance that the ball travels if the angle between the path of the ball the Chapter 14 Resource Masters.
and the ground measures 60°. 270.6 ft
24. If a ball travels 312.5 feet, what was the angle the path of the ball made with End-of-Year Tests A Second
the ground to the nearest degree? 45° Semester Test for Chapters 8–14
25. STANDARDIZED TEST PRACTICE Identify the y and a Final Test for Chapters 1–14
1
equation of the graphed function. B 2 can be found on pp. 901–910 of
1 the Chapter 14 Resource Masters.
A y  3 cos 2 B y   cos 2
3  O  
1 1 1 1
2
C y  3 cos  D y   cos 

2 3 2
TestCheck and
www.algebra2.com/chapter_test Chapter 14 Practice Test 809 Worksheet Builder
This networkable software has
three modules for assessment.
Portfolio Suggestion • Worksheet Builder to make
worksheets and tests.
Introduction In mathematics, trigonometric functions can be used to model
• Student Module to take tests
real-world problems.
on-screen.
Ask Students Find a real-world problem modeled in this chapter that interests
you and show how you solved it. Explain how the function models the real-world • Management System to keep
problem and what could be gained by understanding the real-world problem student records.
better. Place your work in your portfolio.

Chapter 14 Practice Test 809

 Standardized
Test Practice

These two pages contain practice 6. In right triangle QRS, what is the value
Part 1 Multiple Choice of tan R? D
questions in the various formats
that can be found on the most Record your answers on the answer sheet R
provided by your teacher or on a sheet of
frequently given standardized paper. 7
25
tests.
1. Which of the following is not equal to Q 24 S
A practice answer sheet for these 3.5  102? D
7 7
two pages can be found on p. A1 A  B 
35 25 24
A  B 0.035
of the Chapter 14 Resource 1000
25 24
Masters. C  D 
7 24 7
C  D (0.5)(0.007)
NAME DATE PERIOD
200
Standardized
14 Standardized Test Practice
Test Practice
Student Recording
Student Record Sheet,
Sheet (Use with pages 810–811 of p. A1Edition.)
7. What is the value of sin cos1 ? B
the Student
1
Part 1 Multiple Choice
2. The sum of five consecutive odd integers is 3
Select the best answer from the choices given and fill in the corresponding oval.
55. What is the sum of the greatest and least
1 A B C D 4 A B C D 7 A B C D 9 A B C D
2 22
of these integers? B A  B 
2 A B C D 5 A B C D 8 A B C D 10 A B C D
3 3
3 A B C D 6 A B C D
A 11 B 22 C 26 D 30 2 6
Part 2 Short Response/Grid In C  D 
Solve the problem and write your answer in the blank.
3 3
For Questions 13–19, also enter your answer by writing each number or symbol in
a box. Then fill in the corresponding oval for that number or symbol.

11 14 16 18 3. If 8 bananas cost a cents and 6 oranges cost

12 b cents, what is the cost of 2 bananas and
.
/
.
0
/
.
0
.
0
.
/
.
0
/
.
0
.
0
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0
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0
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y  sin 2x reaches its minimum? C
1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4
ab b
 3a  
5 5 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6 6 6
A B 
12 3 
7 7 7 7
Answers

7 7 7 7 7 7 7 7
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9 A  B
2
13 15 17 19
3a  4b
C 3a  4b D  3 3
.
/
.
/
. . .
/
.
/
. . .
/
.
/
. . .
/
.
/
. .
12 C  D 
1
2
0
1
2
0
1
2
0
1
2
1
2
0
1
2
0
1
2
0
1
2
1
2
0
1
2
0
1
2
0
1
2
1
2
0
1
2
0
1
2
0
1
2
4 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
4. A bag contains 16 peppermint candies, 10
Part 3 Quantitative Comparison butterscotch candies, and 8 cherry candies. 9. Which of the following is equivalent to
Select the best answer from the choices given and fill in the corresponding oval.
Emma chooses one piece at random, puts it sin2   cos2 
20 A B C D 22 A B C D 24 A B C D

in her pocket, and then repeats the process.  ? A

21 A B C D 23 A B C D
sec2 
If she has chosen 3 peppermint candies,
2 butterscotch candies, and 1 cherry candy, A cos2  B sin2 
what is the probability that the next piece
of candy she chooses will be cherry? C C tan2  D sin2   1
Additional Practice
7 8 1 3
See pp. 897–898 in the Chapter 14 A  B  C  D 
34 34 4 4
Resource Masters for additional 1
10. If cos    and  is in Quadrant II, what
standardized test practice. 2
 is the value of sin 2? D
sin 
6
5. What is the value of  2
? B 1 1
cos  A  B 
3 2 2

3 3 3

A 3 B 1 C  D 1 C  D 
3 2 2

810 Chapter 14 Trigonometric Graphs and Identities

TestCheck and
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practice problems at their web site. Visit questions similar to those on the SAT,
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this CD-ROM.

810 Chapter 14 Trigonometric Graphs and Identities

 Aligned and
verified by

3
18. A line with a slope of  passes through
Part 2 Short Response/Grid In 8
points (6, 4n) and (0, n). What is the value
Record your answers on the answer sheet of n? 3/4
provided by your teacher or on a sheet of 3
paper. 19. If sin 60°  , what is the value of
2
sin2 30°  cos2 30°? 1
11. If k is a positive integer, and 7k  3 equals a
prime number that is less than 50, then what
is one possible value of 7k  3? 17 or 31 Part 3 Quantitive Comparison
12. It costs $8 to make a book. The selling price Compare the quantity in Column A and the
will include an additional 200%. What will quantity in Column B. Then determine
be the selling price? $24 whether:
13. The mean of seven numbers is 0. The sum of A the quantity in Column A is greater,
three of the numbers is 9. What is the sum
of the remaining four numbers? 9 B the quantity in Column B is greater,

14. If 4a  6b  0 and c  9b, what is the ratio

C the two quantities are equal, or
of a to c? 1/6 D the relationship cannot be determined
from the information given.
33  3
15. What is the value of x if   3x? 2

81 Column A Column B
16. The ages of children at a party are 6, 7, 6, 6,
7, 7, 8, 6, 7, 8, 9, 7, and 7. Let N represent the 20. the length of a the length of a
diagonal of a square diagonal of a 6  8
median of their ages and m represent the A whose area is 100 rectangle
mode. What is N  m? 0
17. In the figure below, CEFG is a square, ABD is 2
21. c  c2    2
a right triangle, D is the midpoint of side CE, c
H is the midpoint of side CG, and C is the
midpoint of side BD. BCDE is a line segment, 1 2
B
and AHD is a line segment. If the measure of
the area of square CEFG is 16, what is the 1
measure of the area of quadrilateral ABCH? 6 22. w  2x, x  w
2
C D
B E C w x

H 23. (a  b)2  a2  b2

F C (a  b)2 a2  b2
A G

24.
Test-Taking Tip 3
Always write down your calculations on scrap
paper or in the test booklet, even if you think  
you can do the calculations in your head. Writing 5
down your calculations will help you avoid making
simple mistakes. B tan  sin 

www.algebra2.com/standardized_test Chapters 14 Standardized Test Practice 811

Chapter 14 Standardized Test Practice 811

 Pages 767–768, Lesson 14-1 8
1 10. amplitude: 4; period: 480 or 
4. amplitude: ; period 360 or 2 3
2 y
y 5 3
y  4 cos 4 
2.5 4
2 1
3
1.5 y  2 sin  2
1 1
0.5
O 
1 90˚ 180˚ 270˚ 360˚ 450˚
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚  2
1 3
1.5 4
2 5
2.5
2
11. amplitude: does not exist; period: 120 or 
5. amplitude: 2; period: 360 or 2 3
y y
2
5
4 1.5
y  2 sin 
1
3
2 0.5 
1 O
60˚ 30˚ 30˚ 60˚ 90˚ 120˚ 150˚
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚  1
1
2 1.5 y  2 sec 3
3 2
4
5 3
12. amplitude: ; period: 720 or 4
4
Additional Answers for Chapter 14

2
6. amplitude: ; period: 360 or 2 y
3 1.25 3 1
y 1 y  4 cos 2 
2 0.75
2
1.5 y  3 cos  0.5
1 0.25
0.5 O 
90˚ 90˚ 180˚ 270˚ 360˚ 450˚
O  0.5
0.5 90˚ 180˚ 270˚ 360˚
1 0.75
1.5 1
2 1.25

7. amplitude: does not exist; period: 180 or  15. amplitude: 3; period: 360 or 2
y y
2 5
y  3 sin 
1.5 4
1 3
0.5 2
1
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
1 270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
1
y  4 tan  1.5 2
2 3
4
5
8. amplitude: does not exist; period: 180 or 
y
2 16. amplitude: 5; period: 360 or 2
1.5 y
1
5
0.5
4 y  5 cos 

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  3
2
1
1
y  csc 2 1.5
2 O 
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
2
3
9. amplitude: 4; period: 180 or  4
y 5
5 y  4 sin 2
4
3
2
1
O
90˚ 180˚ 270˚ 360˚ 
1
2
3
4
5

811A Chapter 14 Additional Answers

17. amplitude: does not exist; period: 360 or 2 22. amplitude: 1; period: 180 or 
y y
5 5
4 4
3 3 y  sin 2
2 2
1 1

270˚180˚90˚
O
90˚ 180˚ 270˚  270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
2 2
y  2 csc  3 3
4 4
5 5

2
18. amplitude: does not exist; period: 180 or  23. amplitude: does not exist; period: 120 or 
3
y y
10 5
8 4
6 3
4 y  sec 3 2
2 1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  O 
60˚ 30˚ 30˚ 60˚
4 2
6 3
y  2 tan  8 4
10 5

Additional Answers for Chapter 14

1 
19. amplitude: ; period: 360 or 2 24. amplitude: does not exist; period: 36 or 
5 5
y y
1 5
0.8 4
1
0.6 y  5 sin 
3
0.4 2
0.2 1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  O 
72˚ 54˚ 36˚ 18˚ 18˚ 36˚ 54˚ 72˚
0.4 2
0.6 3
0.8 4
y  cot 5
1 5

20. amplitude: does not exist; period: 360 or 2 25. amplitude: does not exist; period: 540 or 3
y y
10 10
8 8
6 6
4 4
2 2
270˚180˚90˚
O
90˚ 180˚ 270˚  O 
810˚ 540˚270˚ 270˚ 540˚ 810˚
4 4
6 6
1
y  3 sec  8 1
y  4 tan 3  8
10 10


21. amplitude: 1; period 90 or  26. amplitude: does not exist; period: 360 or 2
2
y y
5 10
4 8
3 y  sin 4 6
2 4
1 2

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  540˚ 360˚ 180˚
O
180˚ 360˚ 540˚ 
2 4
3 6
1
4 y  2 cot 2  8
5 10

Chapter 14 Additional Answers 811B

 8 10
27. amplitude: 6; period: 540 or 3 32. amplitude: ; period: 600 or 
9 3
y y
2
10 y  6 sin 3  5
8 4
6 3 2 3
3
4
y  3 sin 5 
4 2
2 1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  O 
540˚360˚180˚ 180˚ 360˚ 540˚
4 2
6 3
8 4
10 5

28. amplitude: 3; period: 720 or 4 33. y

y 5
10 4
8 3 3
1
y  3 cos 2  y  5 sin 4
6 2
4 1
2
135˚ 90˚ 45˚
O
45˚ 90˚ 135˚ 
540˚360˚180˚
O 
180˚ 360˚ 540˚ 2
4 3
6 4
8 5
10
Additional Answers for Chapter 14

34. y
29. amplitude: does not exist; period: 720 or 4 5
y 4
7
10 3 y  8 cos 5
8 2
6 1 
4 O
2 135˚ 90˚ 45˚ 45˚ 90˚ 135˚
2
540˚360˚180˚
O
180˚ 360˚ 540˚  3
4 4
1
y  3 csc 2  6 5
8
10
38. f (x )
5

30. amplitude: does not exist; period: 90 or  4
f (x )  cos x
2 3
y 2 f (x )  cos (x )
10 1
8 O
270˚ 180˚ 90˚ 90˚ 180˚ 270˚ x
6
4 2
2 3
4
135˚ 90˚ 45˚
O
45˚ 90˚ 135˚  5
4
6
1
y  2 cot 2 8 f (x )
10 5
4
f (x )  sec x
3
31. amplitude: does not exist; period: 180 or  f (x )  sec (x )
2
y 1
10 O x
8 270˚180˚90˚ 90˚ 180˚ 270˚
6 2
4 3
2 4
5
270˚180˚ 90˚
O
90˚ 180˚ 270˚ 
4
6
2y  tan 
8
10

811C Chapter 14 Additional Answers

53. y 54. y 6. y
15 15
13 y  x2 13 0.75 y  cos (  45˚)
11 11
9 9 0.5
7 y  3x 2 7
5 5 0.25
3 3
y  3x 2
1 1 O 
45˚ 45˚ 90˚ 135˚ 180˚ 225˚
O x O x 0.25
8 4 4 8 8 4 4 8
3 3
y  3x 2  4 0.5
5 5
0.75

55. 56.
y y
15 15 7. y
13 13 4

11 11 y  sec   3( ) 3
9 9 2
7 7 1
5 y  2x 2 y  x2  2 5
O 
3 3 
3    1   3
y  2(x  1)2 1 1 y  (x  3)2  2 2 2
2 2 2
3
O x O x
8 4 4 8 8 4 4 8 4
3 3
5 5
8. y
5
4

Additional Answers for Chapter 14

1
Page 769, Lesson 14-2 3 y  cos  
4
2
Graphing Calculator Investigation 1
4. 270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
2
3
4
5

[360, 360] scl: 90 by [5, 5] scl: 1

9. y
10
8
6
4
2

270˚180˚90˚
O
90˚ 180˚ 270˚ 
4
6
8
y  sec   5 10
[360, 360] scl: 90 by [5, 5] scl: 1 [360, 360] scl: 90 by [5, 5] scl: 1

Pages 774–776, Lesson 14-2 10. y

7
4. y 6
5
5
4

(
y  sin   2 ) 3 4
2
3
1 y  tan   4
2
3   
O   3 
 1
2 2 2 2
2
3
O 
4 135˚ 90˚ 45˚ 45˚ 90˚ 135˚
1
5

11. y
5. y
1.5
5 y  sin   0.25
4 1
3
2 0.5
1

270˚180˚ 90˚
O
90˚ 180˚ 270˚  O 
90˚ 180˚ 270˚ 360˚
2 0.5
3
1
y  tan (  60˚) 4
5
1.5

Chapter 14 Additional Answers 811D

 12. y  3 sin [2(  30˚)]  10 y 21. y
14 5
12 4

10 3 (
y  sin   4 )
8 2
6 1 
4 O
2 
3      3
2 2 2 2 2

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚  3
4 4
5

13. y
1 22. y
5
45˚
O
45˚  4

2 3 (
y  cos   3 )
3 2
4 1
5
O 
6 
3      3
7 y  2 cot (3  135˚)  6 2 2 2 2 2
8 3
9 4
10 5
11

23. y
14. y 5
4 4
3 3
Additional Answers for Chapter 14

2 2
1 1

3   1O   3  O 
   135˚ 90˚ 45˚ 45˚ 90˚ 135˚
8 4 8 8 4 8
2 2
3 3 1
4 y  4 tan (  22.5˚)
1 4
[(
y  2 sec 4   4  1 )] 5

15. 18.
y h
24. y

h  4  cos 2 t 5
1 6 y  3 sin (  75˚)
4
5
3
4
O  2
3 2   2 3 3
1 1
2
1 O 
2 270˚ 180˚ 90˚ 90˚ 180˚ 270˚
O t 2
1 1 2 3 4
3
3 2
2 1  4
y  3 cos 2   6 [ ( )]  2 3
5
4

25. y
19. y
5
5
4
4
3
3 y  cos (  90˚) 2
2
1 
1
O
O  270˚ 180˚ 90˚ 90˚ 180˚ 270˚
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
2
2
3
3 y  sin   1
4
4
5
5

26. y
20. y
5
5 4
4
3
3 2
2
1
1
270˚180˚90˚
O
90˚ 180˚ 270˚ 
135˚ 90˚ 45˚
O
45˚ 90˚ 135˚ 
2
2 3
3 y  sec   2
4
4 y  cot (  30˚) 5
5

811E Chapter 14 Additional Answers

27. y 35. 3.5; does not exist; 720; 60
2
y
1
8
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚  6
2 4
3 2
4 O 
5 270˚180˚90˚ 90˚ 180˚ 270˚
6 4
7 6
8 y  cos   5 8
10 [1 ( )]
y  3 csc 2   60˚  3.5
12
28. y
5
4
36. 0.75; does not exist; 270; 90
3 y
2 20
1 16
O  12
270˚180˚90˚ 90˚ 180˚ 270˚ 8
2 4
3 3
y  csc   4 4 O 
270˚180˚90˚ 90˚ 180˚ 270˚
5 8
12
16
29. y 20
5 [2(
y  6 cot 3   90˚  0.75 )]
4 1 1
3 y  2 sin   2

Additional Answers for Chapter 14

1
2 37. 1; ; 180; 75
1 4
y
270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
5
2 4 1
3 y  4 cos (2  150˚)  1
3
4 2
5 1

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚ 
30. y 2
10 y  6 cos   1.5 3
8 4
6 5
4
2
O  38. 4; does not exist; 30; 22.5
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
y
4
6 2
8 1
10
22.5˚
O
22.5˚ 
2
3
33. 1; 2; 120; 45 4
y 5
5 6
y  2 sin [3(  45˚)]  1
4 7
3 8
2 2
1 y  5 tan (6  135˚)  4

O
270˚ 180˚ 90˚ 90˚ 180˚ 270˚ 
2 39. 3; 2; ; 
3
4
4 y
5 8 
7 [(
y  3  2 sin 2   4 )]
6
34. 5; 4; 180; 30 5
4
y 3
10 2
8 1
6
O 
4 
3      3
2 2 2 2 2 2

270˚ 180˚ 90˚

O
90˚ 180˚ 270˚ 
4
6
8
10
y  4 cos [2(  30˚)]  5

Chapter 14 Additional Answers 811F

 2 2
40. 4; does not exist; 6;  51. amplitude: 1; period: 120 or 
3 3
y y
16 5
14 4
12 3
10 2 y  cos 3
8 1
6
O 
4 135˚ 90˚ 45˚ 45˚ 90˚ 135˚
2 2
3
4 2
O 
2 4 4
4 5

[1 (
y  4  5 sec 3   3
2
)]

52. amplitude: does not exist; period: 36 or 
5
41. 1 The graphs are y
y y  3  2 cos 
1 identical. 5
5 y  3  cos (  )
2 4 1
4 y  3 cot 5
3
3 2
2 1
1
22.5˚
O
22.5˚ 
3   
O   3 
 2
2 2 2 2
2 3
3 4
4 5
5
Additional Answers for Chapter 14

42. y The graphs are

5 1  identical. Page 781, Practice Quiz 1
4 [ (
y  sin 4   2 )]
1 3 1. y
3
2
[ (
y  cos 4   2 )] 5
1 4
3 1
3 y  4 sin 2 
4 2
O
2 4  2
2 1
3
270˚ 180˚ 90˚
O 
4 90˚ 180˚ 270˚
5 2
3
4
5
49. Sample answer: You can use changes in amplitude
and period along with vertical and horizontal shifts to
show an animal population’s starting point and display 2. y
6
changes to that population over a period of time. 4
Answers should include the following information. 2

• The equation shows a rabbit population that begins 4 2

O
2 4 

at 1200, increases to a maximum of 1450 then 4

6
decreases to a minimum of 950 over a period of 8
4 years. 10 
12 [1 (
y  2 cos 4   4 )]  5
• Relative to y  a cos bx, y  a cos bx  k would 14

have a vertical shift of k units, while

y  a cos [b(x  h)] has a horizontal shift of h units.
Pages 784–785, Lesson 14-4
Page 781, Lesson 14-3 1. sin  tan   sec   cos 
50. amplitude: does not exist; period: 180 or  1 1
sin  tan     cos  sec   
y cos  cos 
5 1 cos2 
4 sin  tan      Multiply by the LCD, cos .
3
cos  cos 
2 1  cos2 
sin  tan    Subtract.
1 cos 
135˚ 90˚ 45˚
O
45˚ 90˚ 135˚  sin2 
sin  tan    1  cos2   sin2 
2 cos 
3
y  csc 2 4 sin 
sin  tan   sin    Factor.
5 cos 
sin 
sin  tan   sin  tan    tan 
cos 

811G Chapter 14 Additional Answers

 2. Sample answer: Use various identities, multiply or 12. cot  (cot   tan )  csc2 
divide terms to form an equivalent expression, factor, cot2   cot  tan   csc2 
and simplify rational expressions. sin  cos 
cot2       csc2 
3. Sample answer: sin2   1  cos2 ; it is not an cos  sin 
identity because sin2   1  cos2 . cot2   1  csc2 
4. tan  (cot   tan )  sec2  csc2   csc2 
1  tan2   sec2  13. 1  sec  sin2   sec2 
2

sec2   sec2  1  
1
 sin2   sec2 
cos 
2
5. tan2  cos2   1  cos2 
1  tan2   sec2 
sin2 
  cos2   sin2  sec2   sec2 
cos2 
sin2   sin2  14. sin  sec  cot   1
cos2  1 cos 
6.   1  sin  sin       1
1  sin  cos  sin 
1  sin2  11
  1  sin 
1  sin  1  cos 
15.   (csc   cot )2
(1  sin )(1  sin ) 1  cos 
  1  sin 
1  sin  1  cos 
  csc2   2 cot  csc   cot 2 
1  sin   1  sin  1  cos 
1  cos  1 cos  1 cos2 
1  tan2      2      
7.   tan2  1  cos  sin 
2 sin  sin  sin2 
csc2 

Additional Answers for Chapter 14

1  cos  1 2 cos  cos 
2
sec2        
  tan2  1  cos  sin2  sin2  sin2 
csc2 
1  cos  1  2 cos   cos  2
1   
cos2  1  cos  sin2 
  tan2 
1 1  cos  (1  cos )(1  cos )
sin2    
1  cos  1  cos2 
1
  sin2   tan2  1  cos  (1  cos )(1  cos )
cos2    
1  cos  (1  cos )(1  cos )
tan2   tan2  1  cos  1  cos 
sin  1   
8.    1  cos  1  cos 
sec  tan   cot  1  2 cos2 
sin  16.   tan   cot 
  
1 sin  cos 
sec  sin  cos 
   (1  cos2 )  cos2 
cos  sin    tan   cot 
sin  cos 
sin  1
   sin2   cos2 
sec  sin

2   cos2 
  tan   cot 
sin  cos  sin  cos 
sin2  cos2 
sin  sin  cos      tan   cot 
   sin  cos  sin  cos 
sec  sin2   cos2 
sin  cos 
sin  sin  cos      tan   cot 
   cos  sin 
sec  1
tan   cot   tan   cot 
sin  sin 
   cot   csc 
sec  sec  17. cot  csc   
sec   1 tan  sin   tan 
9.    cos
tan  sec   1  1
sin   sin 
sec   1 tan  sec   1 cot  csc   
     sin 
sin   
tan  sec   1 sec   1 cos 
sec   1 tan   (sec   1)
   cos  

1
tan  sec2   1 sin 
sec   1 tan   (sec   1) cot  csc   
   sin  cos   sin 
tan  
tan2  cos 
sec   1 sec   1
   
cos 1
tan  tan  cot  csc   sin 

11. cos2   tan2  cos2   1 sin  (cos   1)

cos 
sin2 
cos2     cos2   1 cos   1 cos 
cos 
2 cot  csc     
sin  sin  (cos   1)
cos2   sin2   1 cos  1
cot  csc     
11 sin  sin 
cot  csc   cot  csc 

Chapter 14 Additional Answers 811H

 1  tan  1  tan  sin 
18. sin   cos    22.   
sec  1  cot  cos 
sin  sin 
1 
cos  1 
cos  sin 
sin   cos     cos 
 
c os 
1 1  
sin 
cos 
sin   cos  sin  
 cos 
 cos  sin 
cos    
sin   cos    sin   cos  cos 
1 
sin 
cos 
sin   cos  sin   cos  sin  sin 
sin   cos     cos      
cos  cos  sin   cos  cos 
sin  sin 
sin   cos   sin   cos    
cos  cos 
sec  sin 
19.     cot  23. 
1
 
1
1
sin  cos  sec2  csc2 
1 cos2   sin2   1
cos  sin 
    cot 
sin  cos  11
1 sin2  1 tan2 
    cot  24. 1    
sin  cos  sin  cos  cos  sec   1
1  sin2  1 tan2  sec   1
  cot  1      
sin  cos  cos  sec   1 sec   1
cos2  1 tan2  (sec   1)
  cot  1    
sin  cos  cos  sec2   1
Additional Answers for Chapter 14

cos  tan  (sec   1)

2
  cot  1
1
   
sin  cos  tan2 
cot   cot  1
1    sec   1
sin  1  cos  cos 
20.     2 csc 
1  cos  sin  1 1
1    1  
sin  sin  1  cos  1  cos  cos  cos 
        2 csc 
sin  1  cos  1  cos  sin  25. 1  tan4   2 sec2   sec4 
sin2  1  2 cos   cos2  (1  tan2 )(1  tan2 )  sec2  (2  sec2 )
    2 csc 
sin  (1  cos ) sin  (1  cos )
[(1  (sec2   1)](sec2 )  (2  sec2 )(sec2 )
sin2   cos2   1  2 cos 
  2 csc  (2  sec2 )(sec2 )  (2  sec2 )(sec2 )
sin  (1  cos )
2  2 cos  26. cos4   sin4   cos2   sin2 
  2 csc 
sin  (1  cos ) (cos   sin )(cos2   sin2 )  cos2   sin2 
2 2

2(1  cos ) (cos2   sin2 )  1  cos2   sin2 

  2 csc 
sin  (1  cos ) cos2   sin2   cos2   sin2 
2 1  cos  sin 
  2 csc  27.   
sin  sin  1  cos 
2 csc   2 csc  1  cos  1  cos  sin 
    
1  sin  cot2  sin  1  cos  1  cos 
21.   
sin  csc   1 1  cos2  sin 
  
1  sin  cot2  csc   1 sin  (1  cos ) 1  cos 
    
sin  csc   1 csc   1 sin2  sin 
  
1  sin  cot2  (csc   1) sin  (1  cos ) 1  cos 
    sin  sin 
sin  csc2   1   
1  cos  1  cos 
1  sin  cot2  (csc   1)
    cos  cos 
sin  cot2  28.     2 sec 
1  sin  1  sin 
1  sin  cos 
  csc   1 1  sin  cos  1  sin 
sin          2 sec 
1  sin  1  sin  1  sin  1  sin 
1  sin  1 sin  cos  (1  sin )  cos  (1  sin )
    
sin  sin  sin    2 sec 
(1  sin )(1  sin )
1  sin  1  sin 
   cos   sin  cos   cos   sin  cos 
sin  sin    2 sec 
1  sin2 
2 cos 
  2 sec 
cos2 
2
  2 sec 
cos 
2 sec   2 sec 
811I Chapter 14 Additional Answers
29. tan  sin  cos  csc2   1 47. y
5
sin  1
  sin   cos    1 4
cos  sin2  3 y  cos (  30˚)
2
11 1
sin2  O 
30.   1  cos  270˚ 180˚ 90˚ 90˚ 180˚ 270˚
1  cos  2
sin2  1  cos  3
    1  cos  4
1  cos  1  cos  5
sin2  (1  cos )
  1  cos 
1  cos2  48. y
sin2  (1  cos )
  1  cos  5
sin2  4
3 y  sin (  45˚)
1  cos   1  cos  2
1 
sin2 
v2 
tan2 v 2  O
cos2  270˚ 180˚ 90˚ 90˚ 180˚ 270˚
31.    2
2g sec 
2 1
2g cos2 
3
4
v2 sin2  cos2  5
    
2g 2 cos  1
v 2 sin2  49.
 2g y
5 
4 (
y  3 cos   2 )
34. Sample answer: Trigonometric identities are verified in a

Additional Answers for Chapter 14

3
similar manner to proving theorems in geometry before 2
1
using them. Answers should include the following.
O 
• The expressions have not yet been shown to be 
3      3
2 2 2 2 2
equal, so you could not use the properties of equality 3
4
on them. 5
• To show two expressions you must transform one,
or both independently.
Pages 788–790, Lesson 14-5
• Graphing two expressions could result in identical
graphs for a set interval, that are different elsewhere. 10. cos (270  )  cos 270 cos   sin 270 sin 
37. 38.  0  (1 sin )
 sin 

11. 
sin     cos 
2 
 
sin  cos   cos  sin   cos 
2 2
[360, 360] scl: 90 by [5, 5] scl: 1 [360, 360] scl: 90 by [5, 5] scl: 1
sin   0  cos   1  cos 
39. 40. cos   cos 
12. sin (  30)  cos (  60)
 sin  cos 30  cos  sin 30  cos  cos 60 
sin  sin 60
3
 1 1 3

[360, 360] scl: 90 by [5, 5] scl: 1 [360, 360] scl: 90 by [5, 5] scl: 1  sin    cos    cos    sin 
2 2 2 2
41. 42. 1 1
  cos    cos 
2 2
 cos 
28. sin (270  )  sin 270 cos   cos 270 sin 
 1 cos   0
[360, 360] scl: 90 by [5, 5] scl: 1 [360, 360] scl: 90 by [5, 5] scl: 1
 cos 
29. cos (90  )  cos 90 cos   sin 90 sin 
 0  1 sin 
 sin 
30. cos (90  )  cos 90 cos   sin 90 sin 
 0  cos   1  sin 
 sin 
Chapter 14 Additional Answers 811J
 31. sin (90  )  cos  sin  sin 
1  
cos   cos  cos  cos 
sin 90 cos   cos 90 sin   cos  cos (  )    
1
   1 cos  cos 
1  cos   0  sin   cos  cos  cos 
cos  cos   sin  sin 
cos   0  cos  cos (  )  
1
cos   cos  cos (  )  cos (  )
3
32.
2 
sin     cos   46. tan (  )  
sin (  )
cos (  )
3 3 sin  cos   cos  sin 
sin  cos   cos  sin   cos   
2 2
cos  cos   sin  sin 
sin   0  cos   (1)  cos  sin  cos  cos  sin 
  
0  (cos )  cos  cos  cos  cos  cos 
 
cos  cos  sin  sin 
cos   cos    
cos  cos  cos  cos 
33. cos (  )  cos  tan   tan 
 
cos  cos   sin  sin   cos  1  tan  tan 
sin (  )
1  cos   0  sin   cos  tan (  )  
cos (  )
cos   cos  sin  cos   cos  sin 
 
34. cos (2  )  cos  cos  cos   sin  sin 
cos 2 cos   [sin 2 sin ]  cos  sin  cos  cos  sin 
  
cos  cos  cos  cos 
1  cos   [0  sin ]  cos   
Additional Answers for Chapter 14

cos  cos  sin  sin 

  
1  cos   0  cos  cos  cos  cos  cos 
cos   cos  tan   tan 
 
1  tan  tan 
35. sin (  )  sin 
cos2   sin 
sin  cos   [cos  sin ]  sin  50. cot   sec   
sin  cos 
0  cos   [1  sin ]  sin  cos2  sin 
cot   sec     
sin  cos  sin  cos 
0  [sin ]  sin  cos  1
cot   sec     
sin   sin  sin  cos 
36. sin (60  )  sin (60  ) cot   sec   cot   sec 
 sin 60 cos   cos 60 sin   sin 60 cos   sec  2
51. sin2   tan2   (1  cos2 )   
2 csc 
cos 60 sin 
sec  2
3
 1 3
 1 sin2   tan2   sin2    
  cos    sin    cos    sin  csc 
2
2 2 2 2 1 1
 3
 cos  sin2   tan2   sin2     
cos 
2 2 sin 
  sin2 
 
37. sin     cos   
3  6  sin2   tan2   sin2   
cos2 
 
  sin2   tan2   sin2   tan2 
 sin  cos   cos  sin   cos  cos   sin  sin 
3 3
6 6 52. sin  (sin   csc )  2  cos2 
1 3  
3 1 sin2   1  2  cos2 
  sin    cos    cos    sin 
2 2 2 2
1  cos2   1  2  cos2 
1 1
  sin    sin  2  cos2   2  cos2 
2 2
 sin  sec 
53.   csc 
tan 
38. sin (  ) sin (  )  sin2   sin2  1 sin 
    csc 
 (sin  cos   cos  sin )(sin  cos   cos  sin ) cos  cos 
1 cos 
 sin2  cos2   cos2  sin2      csc 
cos  sin 
 sin2  (1  sin2 )  (1  sin2 ) sin2  1
  csc 
 sin2   sin2  sin2   sin2   sin2  sin2  sin 
 sin2   sin2  csc   csc 
1  tan  tan 
39. cos (  )   Pages 795–797, Lesson 14-6
sec  sec 
 
sin sin  31. sin 2x  2 cot x sin2 x
1 
cos   cos 
cos (  )   cos x
2 sin x cos x  2    sin2 x
1  1 sin x
cos  cos 
2 sin x cos x  2 sin x cos x
811K Chapter 14 Additional Answers
 x 44. y
32. 2 cos2   1  cos x
2 2.5
2 2



1  cos x y  sin 2x
2   1  cos x 1.5
2 1
0.5
 1  2cos x 
x
2   1  cos x O
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
1
1  cos x  1  cos x 1.5
2
33. sin4 x  cos4 x  2 sin2 x  1 2.5
(sin x  cos x)(sin2 x  cos2 x)  2 sin2 x  1
2 2

(sin2 x  cos2 x)  1  2 sin2 x  1 45. The graph of f(x) crosses the x-axis at the points
[sin2 x  (1  sin2 x)]  1  2 sin2 x  1 specified in Exercise 43.
sin2 x  1  sin2 x  2 sin2 x  1 46. c  1 and d  0.5
cos2  csc2   sin2 
2 sin2 x  1  2 sin2 x  1 56. cot2   sin2   
1 2 2 sin  csc 
34. sin2 x  (1  cos 2x)
2 cos2  1  sin2 
1 sin  2
sin2 x  [1  (1  2 sin2 x)] cot2   sin2    1
2 sin2  
1 sin 
2
sin x  (2 sin2 x)
2
2 cot2   sin2 
cot2   sin2   
1
sin2 x  sin2 x
x 1  cos x
cot2   sin2   cot2   sin2 
35. tan2   
1  cos x 57. cos  (cos   cot )  cot  cos  (sin   1)

Additional Answers for Chapter 14

2
sin2 2
x cos 
1  cos x cos  (cos   cot )   cos  sin   cot  cos 
   sin 
cos2 x 1  cos x
2 cos  (cos   cot )  cos2   cot  cos 



1  cos x cos  (cos   cot )  cos  (cos   cot )
2


2 1  cos x
 
1  cos x


 
1  cos x 2
2
Page 797, Practice Quiz 2
1  cos x 1  cos x 1. sin  sec   tan 
  
1  cos x 1  cos x 1
sin     tan 
1 cos x cos 
36.     tan x sin 
sin x cos x sin x   tan 
1  cos2 x cos 
  tan x
sin x cos x tan   tan 
sin2 x sec   cos   sin  tan 
  tan x 2.
sin x cos x
1 cos 
sin x   cos     sin  tan 
  tan x cos  cos 
cos x
1 cos2 
tan x  tan x     sin  tan 
cos  cos 
2 2
40. v 2(tan   tan  sin2 )  v 2 tan  (1  sin2 ) 1  cos2 
  sin  tan 
g g cos 
2
 v 2 tan  cos2  sin2 
  sin  tan 
g cos 
2
 v 2 sin  cos  sin 
sin    sin  tan 
g cos 
v 2 sin 2 sin  tan   sin  tan 
 
g
sin  (cos   1)
42. y Sample answer: 3. sin   tan   
cos 
2.5 They all have the sin  cos   sin 

2
1.5
y  sin2 x
same shape and are sin   tan    cos 
2
1 vertical translations sin  cos  sin 
0.5 x sin   tan     
O
of each other. cos  cos 
   
3  3

2 21 2 2 sin   tan   sin   tan 
1.5
sin (90  )  cos 
1
y   2 cos 2x 4.
2 y  cos2 x
2.5 sin 90 cos   cos 90 sin   cos 
cos   0  cos 
 3 cos   cos 
43. The maxima occur at  and . The minima occur
2 2
at x  0, , and 2.
Chapter 14 Additional Answers 811L
 5.  32 
cos     sin 
4
y
3 3
y  2  2 sin ( t )
3 3 3.5
cos  cos   sin  sin   sin  3
2 2
2.5
0  (1  sin )  sin  2
1.5
sin   sin  1
6. sin (  30)  cos (  60) 0.5
O
 (sin  cos 30  cos  sin 30)  1 1 2 3 4 5 6 7 8 9 t

(cos  cos 60  sin  sin 60) 1

 23 1
  12
  sin    cos    cos    sin 
2
3
2


1 1 Pages 805–807, Chapter 14 Study Guide and Review
  cos    cos 
2 2 1
9. amplitude: ; period: 360 or 2
 cos  2
y
5
Page 798, Preview of Lesson 14-7 4
Graphing Calculator Investigation 3 1
y   2 cos 
2
1. 2. 1 
O
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
2
3
Additional Answers for Chapter 14

4
5
[0, 360] scl: 45 by [2, 2] scl: 1 [0, 360] scl: 45 by [2, 2] scl: 1

3. 4. 10. amplitude: 4; period: 180 or 

y
5 y  4 sin 2
4
3
2
1 
[0, 360] scl: 45 by [5, 10] scl: 1 [720, 720] scl: 90 by [2, 2] scl: 1
O
270˚ 180˚ 90˚ 90˚ 180˚ 270˚
5. 6. 2
3
4
5

11. amplitude: 1; period: 720 or 4

[0, 360] scl: 45 by [2, 2] scl: 1 [360, 360] scl: 45 by [5, 5] scl: 1 y
5
4
1
Page 803, Lesson 14-7 3 y  sin 2 
2
 3
35. 0  2k,   2k,   2k or 0  k  360, 1
2 2
90  k  360, 270  k  360 270˚ 180˚ 90˚
O
90˚ 180˚ 270˚ 
2
7 11
36.   2k,   2k or 210  k  360, 3
6 6 4
330  k  360 5
37. 0  k or 0  k  180
 2 4 12. amplitude: does not exist; period: 360 or 2
38.   k,   2k,   2k or 90  k  180,
2 3 3 y
120  k  360, 240  k  360 10
 5 8
39. 0  2k,   2k,   2k or 0  k  360, 6
3 3 y  5 sec  4
60  k  360, 300  k  360 2

40.   4k or 90  k  720 270˚180˚90˚
O
90˚ 180˚ 270˚ 
2
4
3 3 6
43. y     sin (t)
2 2 8
10

811M Chapter 14 Additional Answers

13. amplitude: does not exist; period: 540 or 3 37. cos   cos (  )
1 2
y cos   cos  cos   sin  sin 
y csc  5
2 3
4 cos   1  cos   0  sin 
3
2
cos   cos 
1

360˚ 270˚ 180˚ 90˚1

O
90˚ 180˚ 270˚ 360˚
 Page 809, Chapter 14 Practice Test
2 9. (sin   cos )2  1  sin 2
3
4 sin2   2 sin  cos   cos2   1  sin 2
5
(sin2   cos2 )  2 sin  cos   1  sin 2
 1  sin 2  1  sin 2
14. amplitude: does not exist; period: 45 or  cos 
4
10.   sec 
y 21  sin 
y  tan 4
5 cos 
4   sec 
cos2 
3
1
2   sec 
1 cos 

45˚
O
45˚  sec   sec 
2 sec  sin 
3 11.     cot 
sin  cos 
4
1 sin 
5     cot 

Additional Answers for Chapter 14

sin  cos  cos 
1 sin2 
cos (90  )  sin      cot 
34. sin  cos  sin  cos 
cos 90 cos   sin 90 sin   sin  cos 2 
  cot 
sin  cos 
0  cos   1  sin   sin 
cos 
sin   sin    cot 
sin 
35. sin (30  )  cos (60  ) cot   cot 
sin 30 cos   cos 30 sin   cos 60 cos   sin 60 sin  1  tan2 
12.   sec4 
1 
3 1 3
 cos2 
 cos    sin    cos    sin  sec2 
2 2 2 2   sec4 
36. sin (  )  sin  cos2 
sec2  sec2   sec4 
sin  cos   cos  sin   sin 
sec4   sec4 
(sin )(1)  (cos )(0)  sin 
sin   sin 

Chapter 14 Additional Answers 811N