P3.2 - Trigonometry

Knowledge of secant, cosecant and Angles measured in both degrees and radians. cotangent and of arcsin, arccos and arctan.; Their relationships to sine, cosine and tangent.; Understanding of their graphs and appropriate restricted domains.

Use secant, cosecant and cotangent to connect the rule to the data and decision in the question.

This matters because secant, cosecant and cotangent determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply secant, cosecant and cotangent to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Secant, cosecant and cotangent is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Knowledge and use of sec2 θ = 1 + tan2 θ and cosec2 θ = 1 + cot2 θ.

Use further trigonometric identities to connect the rule to the data and decision in the question.

This matters because further trigonometric identities determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply further trigonometric identities to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Further trigonometric identities is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Knowledge and use of double angle To include application to half angles.; Knowledge of the formulae; use of formulae for t (tan 1 θ) formulae will not be required.; Students should be sin (A ± B), cos (A ± B) and able to solve equations such as a cos θ + b sin θ = c in a tan (A ± B) and of expressions for given interval, and to prove identities such as a cos θ + b sin θ in the equivalent cos x cos 2x + sin x sin 2x ≡ cos x. forms of r cos (θ ± a) or r sin (θ ± a).

Use knowledge to connect the rule to the data and decision in the question.

This matters because knowledge determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply knowledge to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Knowledge is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.