NSW Education Standards Authority

Mathematics Advanced Year 12

Trigonometric Functions Topic Guide

The Mathematics syllabuses are the documents used to inform the scope of content that will
be assessed in the HSC examinations.

Topic Guides provide support for the Stage 6 Mathematics courses. They contain information
organised under the following headings: Prior learning; Terminology; Use of technology;
Background information; General comments; Future study; Considerations and teaching
strategies; Suggested applications and exemplar questions.

Topic Guides illustrate ways to explore syllabus-related content and consequently do not
define the scope of problems or learning experiences that students may encounter through
their study of a topic. The terminology list contains terms that may be used in the teaching and
learning of the topic. The list is not exhaustive and is provided simply to aid discussion.

Please provide any feedback to the Mathematics and Numeracy Curriculum Inspector.

Effective from March 2020

Date published March 2020
Revision date NA
Contents
Topic focus..........................................................................................................................3

Terminology........................................................................................................................3

Use of technology...............................................................................................................3

Background information....................................................................................................3

General comments..............................................................................................................4

Future study........................................................................................................................4

Subtopics............................................................................................................................4
MA-T3: Trigonometric Functions and Graphs................................................................................5

Subtopic focus......................................................................................................................... 5

Considerations and teaching strategies....................................................................................5

Suggested applications and exemplar questions......................................................................6

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 2 of 9
Topic focus
The topic Trigonometric Functions involves the study of periodic functions in geometric,
algebraic, numerical and graphical representations.

A knowledge of trigonometric functions enables the solving of practical problems involving the
manipulation of trigonometric expressions to model behaviour of naturally occurring periodic
phenomena such as waves and signals and to predict future outcomes.

Study of trigonometric functions is important in developing students’ understanding of periodic

functions. Utilising the properties of periodic functions, mathematical models have been
developed that describe the behaviour of many naturally occurring periodic phenomena, such
as vibrations or waves, as well as oscillatory behaviour found in pendulums, electric currents
and radio signals.

Terminology
amplitude frequency roots
angles of any measure graph related angle
angular measure horizontal shift sinusoidal functions
centre of motion oscillation sketch
circular measure trigonometric identity supplementary angles
constant independent variable symmetry properties
complementary angles intercept transformational shifts
composition period transformations
degrees periodic trigonometric function
dependent variable phase shift unit circle
derivative quadrant vertical shift
dilation radian wavelength
domain range wave form
exact ratio

Use of technology
While ‘by-hand’ skills for solving equations and curve sketching are essential for students in
this course, graphing technologies are an ideal means of exploring many of the concepts
studied in this topic and their use is encouraged in teaching and learning.
In particular, graphing software is useful for investigating the effect of varying the constants
a , b , c and k in the graph of y=kf (a (x+ b))+ c where f ( x ) is a trigonometric function.

Background information
The sine and cosine functions are called sinusoidal functions. They graph wave-forms and are
used to describe any physical phenomenon that exhibits a wave-like pattern or periodic
behaviour. Examples include the number of daylight hours at a specific location, the oscillation
of a pendulum or the amount of energy used to control the temperature in an office.

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 3 of 9
An early application of sinusoidal functions was to predict the tides, providing important
information to those involved in coastal navigation and the fishing industry. The link between
the tides and the gravitational pull of the Sun and Moon on the oceans had been known for
many centuries. The suggestion that they may also be periodic prompted the use Fourier
analysis to build tide-predicting machines.

Sound waves are created through vibrations that consist of wavelength, frequency, velocity
and amplitude, and consequently they can also be modelled by sinusoidal functions. Sound
waves are characterised as mechanical waves because they are a disturbance that is
transported through a medium. They cannot travel through a vacuum.
As the heart beats and blood is pumped through the body, blood flows through the arteries in a
pattern similar to a sinusoidal function.

General comments
The material in this topic builds on the content from the Measurement and Geometry strand of
the K–10 Mathematics syllabus and related content from the Mathematics Advanced syllabus,
including the Year 11 topics of Functions and Trigonometric Functions.

This topic prepares students for many practical applications of trigonometric functions and is
essential for many of the more advanced aspects of mathematics.

As with the study of Graphing Techniques in MA-F2, importance must be placed on the order
in which the transformations are applied to the original function, and their effect on the position
and shape of the graph. This could be investigated dynamically using graphing software.

π
Both sine and cosine graphs are referred to as sinusoidal graphs, because cos x=sin( −x ),
2
π
and so the graph of f ( x )=cos x is effectively a sine wave with a phase shift of radians.
2

Future study
This topic could be taught in conjunction with the Functions topic MA-F2 Graphing Techniques
where the transformational shifts of graphs are taught in the context of other functions.

Subtopics
 MA-T3: Trigonometric Functions and Graphs

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 4 of 9
MA-T3: Trigonometric Functions and Graphs

Subtopic focus
The principal focus of this subtopic is to explore the key features of the graphs of trigonometric
functions and to understand and use basic transformations to solve trigonometric equations.

Students develop an understanding of the way that graphs of trigonometric functions change
when the functions are altered in a systematic way. This is important in understanding how
mathematical models of real-world phenomena can be developed.

Considerations and teaching strategies

 Review of the following may be needed to meet the needs of students:
˗ Angle measures, representations and conversions – This relates to content covered in
MA-T1 (T1.2).
˗ The graphs of y=sin x , y=cos x and y=tan x – This relates to content covered in
MA-T1 (T1.2).
 The original graphs of y=sin x and y=cos x are easily developed from the definitions
based on the unit circle and could be illustrated using appropriate graphing software
applications as a brief review.
 Both radian measure and degrees should be used within this topic.
 The domain and range, period and amplitude of simple trigonometric functions
should be noted from graphs plotted using computer software, or ‘by-hand’ methods.
 Initially, examples of sketching related curves of the form y=kf (a (x+ b))+ c should be
restricted to changing the value of one variable at a time, for example:
(a) Sketch the functions f 1 ( x )=sin x and f 2 ( x )=sin 3 x on the same axes.
(b) Sketch the functions g ( x )=cos x and h ( x )=2+cos x on the same axes.
Once these concepts are understood this can be extended to the consideration of more
than one transformation at a time.

 The order in which the transformations are applied should be considered when
transformations are combined. This can be effectively investigated using graphing
software.

 Equivalent expressions for sinusoidal functions include y=sin ( 2Pπx ), where P is the
period or wavelength, and y=sin (2 πωx ), where ω is the frequency.
x
 Sketches of functions such as y=3 cos (2 x), y=sin πx and y=1−cos should be drawn
2
by hand, showing the main features.
 Students should be given some practice in using graphs to solve simple equations such as
1
sin 2 x= x.
2
 Real-world applications should be discussed, for example data on daily temperatures and
other periodic phenomena can be plotted and amplitudes and periods estimated from the
graphs.

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 5 of 9
 It should be noted that real-world tides are a superposition of a number of different
sinusoidal functions, with different amplitudes and frequencies, which makes real-world
tidal data difficult to model by a single sinusoidal function. However, a useful discussion
can be had around this point.
More information on tidal constituents can be found on the US National Oceanic and
Atmospheric Administration (noaa) website at:
https://tidesandcurrents.noaa.gov/harcon.html?id=9410170.
 Modelling of weather patterns and other geographical data often involves sinusoidal
functions. For example, the number of daylight hours on the t th day of the year for a

particular city can be modelled by a function of the form L ( t ) =12+ a sin [ 2π

365 ]
(t−b) ,
where a and b are constants.
 For sound waves, the loudness of a sound depends on the amplitude of the wave and the
pitch of a sound depends on the frequency of the wave.
 Real-world applications of adding sinusoidal graphs together can be found in biorhythms,
harmonics, cardiographs, tides, etc.
 Given a graph showing changes in a real-world phenomenon and its equation, students
could describe the oscillation in words.

Suggested applications and exemplar questions

π
 Which diagram shows the graph of y=sin(2 x+ ¿ ) ¿?
3
(A) y
1

–2   4 x
3 3 3
–1

(B) y
1

–4  – 2 x
3 3 3
–1

(C) y
1

–5   7 x
6 6 6
–1

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 6 of 9
 (D) y
1

–7 – 5 x
6 6 6
–1

 The diagram shows part of the graph of y=a sin ( bx )+ 4 .

y

5.5

2.5

O   x
2

What are the values of a and b ?

1
A. a=3 b=
2
B. a=3 b=2
1
C. a=1.5 b=
2
D. a=1.5 b=2
 What is the period of the function f ( x )=tan ( 3 x )?
π
A.
3
2π
B.
3
C. 3 π
D. 6 π
 Sketch the curve y=1−sin 2 x for 0 ≤ x ≤ π .
 (a) Sketch the graph of y=2cos x for 0 ≤ x ≤ 2 π .
(b) On the same set of axes, sketch the graph of y=2cos x −1 for 0 ≤ x ≤ 2 π .

(c) Find the exact values of the x coordinates of the points where the graph of

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 7 of 9
 y=2cos x −1 crosses the x -axis in the domain 0 ≤ x ≤ 2 π .

 Solve sin ( x2 )= 12 for 0 ≤ x ≤ 2 π .

 Solve 2 sin2 x −3 sin x −2=0 for 0 ≤ x ≤ 2 π .
 (a) Draw the graphs of y=4 cos x and y=2−x on the same set of axes for
−2 π ≤ x ≤ 2 π .
(b) Explain why all the solutions of the equation 4 cos x=2−x must lie between x=−2
and x=6 .

π 1
 (a) Show that x= is a solution of sin x= tan x .
3 2
1
(b) On the same set of axes, sketch the graphs of the functions y=sin x and y= tan x
2
for −π ≤ x ≤ π .
1 −π π
(c) Hence find all solutions of sin x= tan x for ≤x ≤ .
2 2 2
1 −π π
(d) Use your graphs to solve sin x ≤ tan x for ≤x ≤ .
2 2 2
 The graph of y=3 cos (2 x+ α ) can be obtained from the graph of y=cos x by a translation
followed by two dilations.
(a) Describe each of these three transformations, and give the number of roots of the
equation 3 cos (2 x +¿ α )=k ¿, in the interval 0 ≤ x< 2 π , where −3< k <3.
(b) Generalise your answer to give the number of roots of the equation
a cos ( nx+ α )=k in the interval 0 ≤ x< 2 π , where a< 0, n is a positive integer and
−a< k < a.
(c) How does your answer to part (b) change if n is a negative integer?
 A particle moves in a straight line. At time t seconds its distance x metres from a fixed
point O in the line is given by x=2 – 2 cos 2 t .
(a) Sketch the graph of x as a function of t .
(b) Find the times when the particle is at rest and the position of the particle at those
times.
(c) Describe the motion.
 The length of daylight, L(t) , is defined as the number of hours from sunrise to sunset, and

can be modelled by the equation L ( t ) =12+ cos ( 2366πt ) where t is the number of days after
21 December 2015, for 0 ≤ t ≤ 366.
(a) Find the length of daylight on 21 December 2015.
(b) What is the shortest length of daylight?
(c) What are the two values of t for which the length of daylight is 11?
 When humans breathe, they do not inflate their lungs to full capacity. When resting, each
inhalation adds approximately 0.5 L of air and this same volume of air is removed upon
exhalation. When exhalation is completed, the volume of air that remains in the lungs,
called the functional residual capacity, is approximately 2.2 L. On average the time taken

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 8 of 9
 to complete an inhale-exhale cycle is approximately 5 seconds.
The volume of air in the lungs can be modelled by the function V =k sin ( at )+ c where V is
the volume of air in litres and t is time in seconds.
2π
(a) Use the time for an inhale-exhale cycle to show that the period of this function is .
5
(b) Explain why k =0.25 .
(c) Find the value of c .
(d) Sketch the graph of V =k sin ( at )+ c for 0 ≤ t ≤ 15 using these values of k , a and c .
(e) When exercising, the volume of air inhaled and exhaled rises and breathing occurs
more rapidly. Explain the effect this would have on the values of k , a and c .
(f) Humans have a full lung capacity of approximately 6 L. An athlete who is exercising
vigorously inhales approximately 4.6 L of air. Calculate the athlete’s residual lung
capacity.

Mathematics Advanced Year 12 Topic guide: Functions, updated March 2020 Page 9 of 9