Table of values ​​of trigonometric functions of angles. Degree measure of angle

Trigonometry, as a science, originated in the Ancient East. The first trigonometric ratios were derived by astronomers to create an accurate calendar and orientation by the stars. These calculations related to spherical trigonometry, while in the school course they study the ratio of sides and angles of a plane triangle.

Trigonometry is a branch of mathematics that deals with the properties of trigonometric functions and the relationships between the sides and angles of triangles.

During the heyday of culture and science in the 1st millennium AD, knowledge spread from the Ancient East to Greece. But the main discoveries of trigonometry are the merit of the men of the Arab Caliphate. In particular, the Turkmen scientist al-Marazwi introduced functions such as tangent and cotangent, and compiled the first tables of values ​​for sines, tangents and cotangents. The concepts of sine and cosine were introduced by Indian scientists. Trigonometry received a lot of attention in the works of such great figures of antiquity as Euclid, Archimedes and Eratosthenes.

Basic quantities of trigonometry

The basic trigonometric functions of a numeric argument are sine, cosine, tangent, and cotangent. Each of them has its own graph: sine, cosine, tangent and cotangent.

The formulas for calculating the values ​​of these quantities are based on the Pythagorean theorem. It is better known to schoolchildren in the formulation: “Pythagorean pants are equal in all directions,” since the proof is given using the example of an isosceles right triangle.

Sine, cosine and other relationships establish the relationship between the acute angles and sides of any right triangle. Let us present formulas for calculating these quantities for angle A and trace the relationships between trigonometric functions:

As you can see, tg and ctg are inverse functions. If we imagine leg a as the product of sin A and hypotenuse c, and leg b as cos A * c, we obtain the following formulas for tangent and cotangent:

Trigonometric circle

Graphically, the relationship between the mentioned quantities can be represented as follows:

The circle, in this case, represents all possible values ​​of the angle α - from 0° to 360°. As can be seen from the figure, each function takes a negative or positive value depending on the angle. For example, sin α will have a “+” sign if α belongs to the 1st and 2nd quarters of the circle, that is, it is in the range from 0° to 180°. For α from 180° to 360° (III and IV quarters), sin α can only be a negative value.

Let's try to build trigonometric tables for specific angles and find out the meaning of the quantities.

Values ​​of α equal to 30°, 45°, 60°, 90°, 180° and so on are called special cases. The values ​​of trigonometric functions for them are calculated and presented in the form of special tables.

These angles were not chosen at random. The designation π in the tables is for radians. Rad is the angle at which the length of a circle's arc corresponds to its radius. This value was introduced in order to establish a universal dependence; when calculating in radians, the actual length of the radius in cm does not matter.

Angles in tables for trigonometric functions correspond to radian values:

So, it is not difficult to guess that 2π is a complete circle or 360°.

Properties of trigonometric functions: sine and cosine

In order to consider and compare the basic properties of sine and cosine, tangent and cotangent, it is necessary to draw their functions. This can be done in the form of a curve located in a two-dimensional coordinate system.

Consider the comparative table of properties for sine and cosine:

Sine wave	Cosine
y = sin x	y = cos x
ODZ [-1; 1]	ODZ [-1; 1]
sin x = 0, for x = πk, where k ϵ Z	cos x = 0, for x = π/2 + πk, where k ϵ Z
sin x = 1, for x = π/2 + 2πk, where k ϵ Z	cos x = 1, at x = 2πk, where k ϵ Z
sin x = - 1, at x = 3π/2 + 2πk, where k ϵ Z	cos x = - 1, for x = π + 2πk, where k ϵ Z
sin (-x) = - sin x, i.e. the function is odd	cos (-x) = cos x, i.e. the function is even
	the function is periodic, the smallest period is 2π
sin x › 0, with x belonging to the 1st and 2nd quarters or from 0° to 180° (2πk, π + 2πk)	cos x › 0, with x belonging to the I and IV quarters or from 270° to 90° (- π/2 + 2πk, π/2 + 2πk)
sin x ‹ 0, with x belonging to the third and fourth quarters or from 180° to 360° (π + 2πk, 2π + 2πk)	cos x ‹ 0, with x belonging to the 2nd and 3rd quarters or from 90° to 270° (π/2 + 2πk, 3π/2 + 2πk)
increases in the interval [- π/2 + 2πk, π/2 + 2πk]	increases on the interval [-π + 2πk, 2πk]
decreases on intervals [π/2 + 2πk, 3π/2 + 2πk]	decreases on intervals
derivative (sin x)’ = cos x	derivative (cos x)’ = - sin x

Determining whether a function is even or not is very simple. It is enough to imagine a trigonometric circle with the signs of trigonometric quantities and mentally “fold” the graph relative to the OX axis. If the signs coincide, the function is even, otherwise it is odd.

The introduction of radians and the listing of the basic properties of sine and cosine waves allow us to present the following pattern:

It is very easy to verify that the formula is correct. For example, for x = π/2, the sine is 1, as is the cosine of x = 0. The check can be done by consulting tables or by tracing function curves for given values.

Properties of tangentsoids and cotangentsoids

The graphs of the tangent and cotangent functions differ significantly from the sine and cosine functions. The values ​​tg and ctg are reciprocals of each other.

1. Y = tan x.
2. The tangent tends to the values ​​of y at x = π/2 + πk, but never reaches them.
3. The smallest positive period of the tangentoid is π.
4. Tg (- x) = - tg x, i.e. the function is odd.
5. Tg x = 0, for x = πk.
6. The function is increasing.
7. Tg x › 0, for x ϵ (πk, π/2 + πk).
8. Tg x ‹ 0, for x ϵ (— π/2 + πk, πk).
9. Derivative (tg x)’ = 1/cos 2 ⁡x.

Consider the graphic image of the cotangentoid below in the text.

Main properties of cotangentoids:

1. Y = cot x.
2. Unlike the sine and cosine functions, in the tangentoid Y can take on the values ​​of the set of all real numbers.
3. The cotangentoid tends to the values ​​of y at x = πk, but never reaches them.
4. The smallest positive period of a cotangentoid is π.
5. Ctg (- x) = - ctg x, i.e. the function is odd.
6. Ctg x = 0, for x = π/2 + πk.
7. The function is decreasing.
8. Ctg x › 0, for x ϵ (πk, π/2 + πk).
9. Ctg x ‹ 0, for x ϵ (π/2 + πk, πk).
10. Derivative (ctg x)’ = - 1/sin 2 ⁡x Correct

In the article, we will fully understand what it looks like table of trigonometric values, sine, cosine, tangent and cotangent. Let's consider the basic meaning of trigonometric functions, from an angle of 0,30,45,60,90,...,360 degrees. And let's see how to use these tables in calculating the values ​​of trigonometric functions.
First let's look at table of cosine, sine, tangent and cotangent from an angle of 0, 30, 45, 60, 90,... degrees. The definition of these quantities allows us to determine the value of the functions of angles of 0 and 90 degrees:

sin 0 0 =0, cos 0 0 = 1. tg 00 = 0, cotangent from 00 will be undefined
sin 90 0 = 1, cos 90 0 =0, ctg90 0 = 0, tangent from 90 0 will be uncertain

If you take right triangles whose angles are from 30 to 90 degrees. We get:

sin 30 0 = 1/2, cos 30 0 = √3/2, tan 30 0 = √3/3, cos 30 0 = √3
sin 45 0 = √2/2, cos 45 0 = √2/2, tan 45 0 = 1, cos 45 0 = 1
sin 60 0 = √3/2, cos 60 0 = 1/2, tg 60 0 =√3, cot 60 0 = √3/3

Let us represent all the obtained values ​​in the form trigonometric table:

Table of sines, cosines, tangents and cotangents!

If we use the reduction formula, our table will increase, adding values ​​for angles up to 360 degrees. It will look like:

Also, based on the properties of periodicity, the table can be increased if we replace the angles with 0 0 +360 0 *z .... 330 0 +360 0 *z, in which z is an integer. In this table it is possible to calculate the value of all angles corresponding to points in a single circle.

Let's look at how to use the table in a solution.
Everything is very simple. Since the value we need lies at the intersection point of the cells we need. For example, take the cos of an angle of 60 degrees, in the table it will look like:

In the final table of the main values ​​of trigonometric functions, we proceed in the same way. But in this table it is possible to find out how much the tangent from an angle of 1020 degrees is, it = -√3 Let's check 1020 0 = 300 0 +360 0 *2. Let's find it using the table.

Bradis table. For sine, cosine, tangent and cotangent.

The Bradis tables are divided into several parts, consisting of tables of cosine and sine, tangent and cotangent - which is divided into two parts (tg of angles up to 90 degrees and ctg of small angles).

Sine and cosine

tg of angle starting from 00 ending with 760, ctg of angle starting with 140 ending with 900.

tg up to 900 and ctg of small angles.

Let's figure out how to use Bradis tables in solving problems.

Let's find the designation sin (designation in the column on the left edge) 42 minutes (designation is on the top line). By intersection we look for the designation, it = 0.3040.

The minute values ​​are indicated with an interval of six minutes, what to do if the value we need falls exactly within this interval. Let's take 44 minutes, but there are only 42 in the table. We take 42 as a basis and use the additional columns on the right side, take the 2nd amendment and add to 0.3040 + 0.0006 we get 0.3046.

With sin 47 minutes, we take 48 minutes as a basis and subtract 1 correction from it, i.e. 0.3057 - 0.0003 = 0.3054

When calculating cos, we work similarly to sin, only we take the bottom row of the table as a basis. For example cos 20 0 = 0.9397

The values ​​of tg angle up to 90 0 and cot of a small angle are correct and there are no corrections in them. For example, find tg 78 0 37min = 4.967


and ctg 20 0 13min = 25.83

Well, we've looked at the basic trigonometric tables. We hope this information was extremely useful to you. If you have any questions about the tables, be sure to write them in the comments!

Note: Wall bumpers are a bumper board for protecting walls. Follow the link frameless wall bumpers (http://www.spi-polymer.ru/otboyniki/) and find out more.

In the fifth century BC, the ancient Greek philosopher Zeno of Elea formulated his famous aporias, the most famous of which is the “Achilles and the Tortoise” aporia. Here's what it sounds like:

Let's say Achilles runs ten times faster than the tortoise and is a thousand steps behind it. During the time it takes Achilles to run this distance, the tortoise will crawl a hundred steps in the same direction. When Achilles runs a hundred steps, the tortoise crawls another ten steps, and so on. The process will continue ad infinitum, Achilles will never catch up with the tortoise.

This reasoning became a logical shock for all subsequent generations. Aristotle, Diogenes, Kant, Hegel, Hilbert... They all considered Zeno's aporia in one way or another. The shock was so strong that " ... discussions continue to this day; the scientific community has not yet been able to come to a common opinion on the essence of paradoxes ... mathematical analysis, set theory, new physical and philosophical approaches were involved in the study of the issue; none of them became a generally accepted solution to the problem..."[Wikipedia, "Zeno's Aporia". Everyone understands that they are being fooled, but no one understands what the deception consists of.

From a mathematical point of view, Zeno in his aporia clearly demonstrated the transition from quantity to . This transition implies application instead of permanent ones. As far as I understand, the mathematical apparatus for using variable units of measurement has either not yet been developed, or it has not been applied to Zeno’s aporia. Applying our usual logic leads us into a trap. We, due to the inertia of thinking, apply constant units of time to the reciprocal value. From a physical point of view, this looks like time slowing down until it stops completely at the moment when Achilles catches up with the turtle. If time stops, Achilles can no longer outrun the tortoise.

If we turn our usual logic around, everything falls into place. Achilles runs at a constant speed. Each subsequent segment of his path is ten times shorter than the previous one. Accordingly, the time spent on overcoming it is ten times less than the previous one. If we apply the concept of “infinity” in this situation, then it would be correct to say “Achilles will catch up with the turtle infinitely quickly.”

How to avoid this logical trap? Remain in constant units of time and do not switch to reciprocal units. In Zeno's language it looks like this:

In the time it takes Achilles to run a thousand steps, the tortoise will crawl a hundred steps in the same direction. During the next time interval equal to the first, Achilles will run another thousand steps, and the tortoise will crawl a hundred steps. Now Achilles is eight hundred steps ahead of the tortoise.

This approach adequately describes reality without any logical paradoxes. But this is not a complete solution to the problem. Einstein’s statement about the irresistibility of the speed of light is very similar to Zeno’s aporia “Achilles and the Tortoise”. We still have to study, rethink and solve this problem. And the solution must be sought not in infinitely large numbers, but in units of measurement.

Another interesting aporia of Zeno tells about a flying arrow:

A flying arrow is motionless, since at every moment of time it is at rest, and since it is at rest at every moment of time, it is always at rest.

In this aporia, the logical paradox is overcome very simply - it is enough to clarify that at each moment of time a flying arrow is at rest at different points in space, which, in fact, is motion. Another point needs to be noted here. From one photograph of a car on the road it is impossible to determine either the fact of its movement or the distance to it. To determine whether a car is moving, you need two photographs taken from the same point at different points in time, but you cannot determine the distance from them. To determine the distance to a car, you need two photographs taken from different points in space at one point in time, but from them you cannot determine the fact of movement (of course, you still need additional data for calculations, trigonometry will help you). What I want to draw special attention to is that two points in time and two points in space are different things that should not be confused, because they provide different opportunities for research.

Wednesday, July 4, 2018

The differences between set and multiset are described very well on Wikipedia. Let's see.

As you can see, “there cannot be two identical elements in a set,” but if there are identical elements in a set, such a set is called a “multiset.” Reasonable beings will never understand such absurd logic. This is the level of talking parrots and trained monkeys, who have no intelligence from the word “completely”. Mathematicians act as ordinary trainers, preaching to us their absurd ideas.

Once upon a time, the engineers who built the bridge were in a boat under the bridge while testing the bridge. If the bridge collapsed, the mediocre engineer died under the rubble of his creation. If the bridge could withstand the load, the talented engineer built other bridges.

No matter how mathematicians hide behind the phrase “mind me, I’m in the house,” or rather, “mathematics studies abstract concepts,” there is one umbilical cord that inextricably connects them with reality. This umbilical cord is money. Let us apply mathematical set theory to mathematicians themselves.

We studied mathematics very well and now we are sitting at the cash register, giving out salaries. So a mathematician comes to us for his money. We count out the entire amount to him and lay it out on our table in different piles, into which we put bills of the same denomination. Then we take one bill from each pile and give the mathematician his “mathematical set of salary.” Let us explain to the mathematician that he will receive the remaining bills only when he proves that a set without identical elements is not equal to a set with identical elements. This is where the fun begins.

First of all, the logic of the deputies will work: “This can be applied to others, but not to me!” Then they will begin to reassure us that bills of the same denomination have different bill numbers, which means they cannot be considered the same elements. Okay, let's count salaries in coins - there are no numbers on the coins. Here the mathematician will begin to frantically remember physics: different coins have different amounts of dirt, the crystal structure and arrangement of atoms is unique for each coin...

And now I have the most interesting question: where is the line beyond which the elements of a multiset turn into elements of a set and vice versa? Such a line does not exist - everything is decided by shamans, science is not even close to lying here.

Look here. We select football stadiums with the same field area. The areas of the fields are the same - which means we have a multiset. But if we look at the names of these same stadiums, we get many, because the names are different. As you can see, the same set of elements is both a set and a multiset. Which is correct? And here the mathematician-shaman-sharpist pulls out an ace of trumps from his sleeve and begins to tell us either about a set or a multiset. In any case, he will convince us that he is right.

To understand how modern shamans operate with set theory, tying it to reality, it is enough to answer one question: how do the elements of one set differ from the elements of another set? I'll show you, without any "conceivable as not a single whole" or "not conceivable as a single whole."

Sunday, March 18, 2018

The sum of the digits of a number is a dance of shamans with a tambourine, which has nothing to do with mathematics. Yes, in mathematics lessons we are taught to find the sum of the digits of a number and use it, but that’s why they are shamans, to teach their descendants their skills and wisdom, otherwise shamans will simply die out.

Do you need proof? Open Wikipedia and try to find the page "Sum of digits of a number." She doesn't exist. There is no formula in mathematics that can be used to find the sum of the digits of any number. After all, numbers are graphic symbols with which we write numbers, and in the language of mathematics the task sounds like this: “Find the sum of graphic symbols representing any number.” Mathematicians cannot solve this problem, but shamans can do it easily.

Let's figure out what and how we do in order to find the sum of the digits of a given number. And so, let us have the number 12345. What needs to be done in order to find the sum of the digits of this number? Let's consider all the steps in order.

1. Write down the number on a piece of paper. What have we done? We have converted the number into a graphical number symbol. This is not a mathematical operation.

2. We cut one resulting picture into several pictures containing individual numbers. Cutting a picture is not a mathematical operation.

3. Convert individual graphic symbols into numbers. This is not a mathematical operation.

4. Add the resulting numbers. Now this is mathematics.

The sum of the digits of the number 12345 is 15. These are the “cutting and sewing courses” taught by shamans that mathematicians use. But that is not all.

From a mathematical point of view, it does not matter in which number system we write a number. So, in different number systems the sum of the digits of the same number will be different. In mathematics, the number system is indicated as a subscript to the right of the number. With the large number 12345, I don’t want to fool my head, let’s consider the number 26 from the article about. Let's write this number in binary, octal, decimal and hexadecimal number systems. We won't look at every step under a microscope; we've already done that. Let's look at the result.

As you can see, in different number systems the sum of the digits of the same number is different. This result has nothing to do with mathematics. It’s the same as if you determined the area of ​​a rectangle in meters and centimeters, you would get completely different results.

Zero looks the same in all number systems and has no sum of digits. This is another argument in favor of the fact that. Question for mathematicians: how is something that is not a number designated in mathematics? What, for mathematicians nothing exists except numbers? I can allow this for shamans, but not for scientists. Reality is not just about numbers.

The result obtained should be considered as proof that number systems are units of measurement for numbers. After all, we cannot compare numbers with different units of measurement. If the same actions with different units of measurement of the same quantity lead to different results after comparing them, then this has nothing to do with mathematics.

What is real mathematics? This is when the result of a mathematical operation does not depend on the size of the number, the unit of measurement used and on who performs this action.

Sign on the door He opens the door and says:

Oh! Isn't this the women's restroom?
- Young woman! This is a laboratory for the study of the indephilic holiness of souls during their ascension to heaven! Halo on top and arrow up. What other toilet?

Female... The halo on top and the arrow down are male.

If such a work of design art flashes before your eyes several times a day,

Then it’s not surprising that you suddenly find a strange icon in your car:

Personally, I make an effort to see minus four degrees in a pooping person (one picture) (a composition of several pictures: a minus sign, the number four, a designation of degrees). And I don’t think this girl is a fool who doesn’t know physics. She just has a strong stereotype of perceiving graphic images. And mathematicians teach us this all the time. Here's an example.

1A is not “minus four degrees” or “one a”. This is "pooping man" or the number "twenty-six" in hexadecimal notation. Those people who constantly work in this number system automatically perceive a number and a letter as one graphic symbol.

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The concepts of sine (), cosine (), tangent (), cotangent () are inextricably linked with the concept of angle. In order to have a good understanding of these, at first glance, complex concepts (which cause a state of horror in many schoolchildren), and to make sure that “the devil is not as terrible as he is painted,” let’s start from the very beginning and understand the concept of an angle.

Angle concept: radian, degree

Let's look at the picture. The vector has “turned” relative to the point by a certain amount. So the measure of this rotation relative to the initial position will be corner.

What else do you need to know about the concept of angle? Well, of course, angle units!

Angle, in both geometry and trigonometry, can be measured in degrees and radians.

Angle (one degree) is the central angle in a circle subtended by a circular arc equal to part of the circle. Thus, the entire circle consists of “pieces” of circular arcs, or the angle described by the circle is equal.

That is, the figure above shows an angle equal to, that is, this angle rests on a circular arc the size of the circumference.

An angle in radians is the central angle in a circle subtended by a circular arc whose length is equal to the radius of the circle. Well, did you figure it out? If not, then let's figure it out from the drawing.

So, the figure shows an angle equal to a radian, that is, this angle rests on a circular arc, the length of which is equal to the radius of the circle (the length is equal to the length or the radius is equal to the length of the arc). Thus, the arc length is calculated by the formula:

Where is the central angle in radians.

Well, knowing this, can you answer how many radians are contained in the angle described by the circle? Yes, for this you need to remember the formula for circumference. Here she is:

Well, now let’s correlate these two formulas and find that the angle described by the circle is equal. That is, by correlating the value in degrees and radians, we get that. Respectively, . As you can see, unlike "degrees", the word "radian" is omitted, since the unit of measurement is usually clear from the context.

How many radians are there? That's right!

Got it? Then go ahead and fix it:

Having difficulties? Then look answers:

Right triangle: sine, cosine, tangent, cotangent of angle

So, we figured out the concept of an angle. But what is sine, cosine, tangent, and cotangent of an angle? Let's figure it out. To do this, a right triangle will help us.

What are the sides of a right triangle called? That's right, hypotenuse and legs: the hypotenuse is the side that lies opposite the right angle (in our example this is the side); the legs are the two remaining sides and (those adjacent to the right angle), and if we consider the legs relative to the angle, then the leg is the adjacent leg, and the leg is the opposite. So, now let’s answer the question: what are sine, cosine, tangent and cotangent of an angle?

Sine of angle- this is the ratio of the opposite (distant) leg to the hypotenuse.

In our triangle.

Cosine of angle- this is the ratio of the adjacent (close) leg to the hypotenuse.

In our triangle.

Tangent of the angle- this is the ratio of the opposite (distant) side to the adjacent (close).

In our triangle.

Cotangent of angle- this is the ratio of the adjacent (close) leg to the opposite (far).

In our triangle.

These definitions are necessary remember! To make it easier to remember which leg to divide into what, you need to clearly understand that in tangent And cotangent only the legs sit, and the hypotenuse appears only in sinus And cosine. And then you can come up with a chain of associations. For example, this one:

Cosine→touch→touch→adjacent;

Cotangent→touch→touch→adjacent.

First of all, you need to remember that sine, cosine, tangent and cotangent as the ratios of the sides of a triangle do not depend on the lengths of these sides (at the same angle). Do not believe? Then make sure by looking at the picture:

Consider, for example, the cosine of an angle. By definition, from a triangle: , but we can calculate the cosine of an angle from a triangle: . You see, the lengths of the sides are different, but the value of the cosine of one angle is the same. Thus, the values ​​of sine, cosine, tangent and cotangent depend solely on the magnitude of the angle.

If you understand the definitions, then go ahead and consolidate them!

For the triangle shown in the figure below, we find.

Well, did you get it? Then try it yourself: calculate the same for the angle.

Unit (trigonometric) circle

Understanding the concepts of degrees and radians, we considered a circle with a radius equal to. Such a circle is called single. It will be very useful when studying trigonometry. Therefore, let's look at it in a little more detail.

As you can see, this circle is constructed in the Cartesian coordinate system. The radius of the circle is equal to one, while the center of the circle lies at the origin of coordinates, the initial position of the radius vector is fixed along the positive direction of the axis (in our example, this is the radius).

Each point on the circle corresponds to two numbers: the axis coordinate and the axis coordinate. What are these coordinate numbers? And in general, what do they have to do with the topic at hand? To do this, we need to remember about the considered right triangle. In the figure above, you can see two whole right triangles. Consider a triangle. It is rectangular because it is perpendicular to the axis.

What is the triangle equal to? That's right. In addition, we know that is the radius of the unit circle, which means . Let's substitute this value into our formula for cosine. Here's what happens:

What is the triangle equal to? Well, of course, ! Substitute the radius value into this formula and get:

So, can you tell what coordinates a point belonging to a circle has? Well, no way? What if you realize that and are just numbers? Which coordinate does it correspond to? Well, of course, the coordinates! And what coordinate does it correspond to? That's right, coordinates! Thus, period.

What then are and equal to? That's right, let's use the corresponding definitions of tangent and cotangent and get that, a.

What if the angle is larger? For example, like in this picture:

What has changed in this example? Let's figure it out. To do this, let's turn again to a right triangle. Consider a right triangle: angle (as adjacent to an angle). What are the values ​​of sine, cosine, tangent and cotangent for an angle? That's right, we adhere to the corresponding definitions of trigonometric functions:

Well, as you can see, the value of the sine of the angle still corresponds to the coordinate; the value of the cosine of the angle - the coordinate; and the values ​​of tangent and cotangent to the corresponding ratios. Thus, these relations apply to any rotation of the radius vector.

It has already been mentioned that the initial position of the radius vector is along the positive direction of the axis. So far we have rotated this vector counterclockwise, but what happens if we rotate it clockwise? Nothing extraordinary, you will also get an angle of a certain value, but only it will be negative. Thus, when rotating the radius vector counterclockwise, we get positive angles, and when rotating clockwise - negative.

So, we know that a whole revolution of the radius vector around a circle is or. Is it possible to rotate the radius vector to or to? Well, of course you can! In the first case, therefore, the radius vector will make one full revolution and stop at position or.

In the second case, that is, the radius vector will make three full revolutions and stop at position or.

Thus, from the above examples we can conclude that angles that differ by or (where is any integer) correspond to the same position of the radius vector.

The figure below shows an angle. The same image corresponds to the corner, etc. This list can be continued indefinitely. All these angles can be written by the general formula or (where is any integer)

Now, knowing the definitions of the basic trigonometric functions and using the unit circle, try to answer what the values ​​are:

Here's a unit circle to help you:

Having difficulties? Then let's figure it out. So we know that:

From here, we determine the coordinates of the points corresponding to certain angle measures. Well, let's start in order: the angle at corresponds to a point with coordinates, therefore:

Does not exist;

Further, adhering to the same logic, we find out that the corners in correspond to points with coordinates, respectively. Knowing this, it is easy to determine the values ​​of trigonometric functions at the corresponding points. Try it yourself first, and then check the answers.

Answers:

Thus, we can make the following table:

There is no need to remember all these values. It is enough to remember the correspondence between the coordinates of points on the unit circle and the values ​​of trigonometric functions:

But the values ​​of the trigonometric functions of angles in and, given in the table below, must be remembered:

Don't be scared, now we'll show you one example quite simple to remember the corresponding values:

To use this method, it is vital to remember the values ​​of the sine for all three measures of angle (), as well as the value of the tangent of the angle. Knowing these values, it is quite simple to restore the entire table - the cosine values ​​are transferred in accordance with the arrows, that is:

Knowing this, you can restore the values ​​for. The numerator " " will match and the denominator " " will match. Cotangent values ​​are transferred in accordance with the arrows indicated in the figure. If you understand this and remember the diagram with the arrows, then it will be enough to remember all the values ​​​​from the table.

Coordinates of a point on a circle

Is it possible to find a point (its coordinates) on a circle, knowing the coordinates of the center of the circle, its radius and angle of rotation?

Well, of course you can! Let's get it out general formula for finding the coordinates of a point.

For example, here is a circle in front of us:

We are given that the point is the center of the circle. The radius of the circle is equal. It is necessary to find the coordinates of a point obtained by rotating the point by degrees.

As can be seen from the figure, the coordinate of the point corresponds to the length of the segment. The length of the segment corresponds to the coordinate of the center of the circle, that is, it is equal. The length of a segment can be expressed using the definition of cosine:

Then we have that for the point coordinate.

Using the same logic, we find the y coordinate value for the point. Thus,

So, in general, the coordinates of points are determined by the formulas:

Coordinates of the center of the circle,

Circle radius,

The rotation angle of the vector radius.

As you can see, for the unit circle we are considering, these formulas are significantly reduced, since the coordinates of the center are equal to zero and the radius is equal to one:

Well, let's try out these formulas by practicing finding points on a circle?

1. Find the coordinates of a point on the unit circle obtained by rotating the point on.

2. Find the coordinates of a point on the unit circle obtained by rotating the point on.

3. Find the coordinates of a point on the unit circle obtained by rotating the point on.

4. The point is the center of the circle. The radius of the circle is equal. It is necessary to find the coordinates of the point obtained by rotating the initial radius vector by.

5. The point is the center of the circle. The radius of the circle is equal. It is necessary to find the coordinates of the point obtained by rotating the initial radius vector by.

Having trouble finding the coordinates of a point on a circle?

Solve these five examples (or get good at solving them) and you will learn to find them!

SUMMARY AND BASIC FORMULAS

The sine of an angle is the ratio of the opposite (far) leg to the hypotenuse.

The cosine of an angle is the ratio of the adjacent (close) leg to the hypotenuse.

The tangent of an angle is the ratio of the opposite (far) side to the adjacent (close) side.

The cotangent of an angle is the ratio of the adjacent (close) side to the opposite (far) side.

Well, the topic is over. If you are reading these lines, it means you are very cool.

Because only 5% of people are able to master something on their own. And if you read to the end, then you are in this 5%!

Now the most important thing.

You have understood the theory on this topic. And, I repeat, this... this is just super! You are already better than the vast majority of your peers.

The problem is that this may not be enough...

For what?

For successfully passing the Unified State Exam, for entering college on a budget and, MOST IMPORTANTLY, for life.

I won’t convince you of anything, I’ll just say one thing...

People who have received a good education earn much more than those who have not received it. This is statistics.

But this is not the main thing.

The main thing is that they are MORE HAPPY (there are such studies). Perhaps because many more opportunities open up before them and life becomes brighter? Don't know...

But think for yourself...

What does it take to be sure to be better than others on the Unified State Exam and ultimately be... happier?

GAIN YOUR HAND BY SOLVING PROBLEMS ON THIS TOPIC.

You won't be asked for theory during the exam.

You will need solve problems against time.

And, if you haven’t solved them (A LOT!), you’ll definitely make a stupid mistake somewhere or simply won’t have time.

It's like in sports - you need to repeat it many times to win for sure.

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