Verifying Additional Trigonometric Identities (College Board AP® Precalculus): Revision Note

Roger B

Written by: Roger B

Reviewed by: Mark Curtis

Updated on

Verifying additional trigonometric identities

What does it mean to verify a trigonometric identity?

  • A trigonometric identity is

    • an equation involving trigonometric functions

    • that is true for all values of the variable in the common domain of both sides

  • To verify an identity means to show that the two sides of the equation are equivalent

    • i.e. that one side can be rewritten to match the other

    • using known identities and algebraic manipulations

  • Verifying an identity is not the same as solving an equation

    • You do not move terms from one side to the other

    • Instead, you transform one side step by step until it looks exactly like the other side

What tools are used to verify identities?

  • Any identity or algebraic rule already known can be used, including

    • The Pythagorean identity and its rearranged forms

      • sin squared theta plus cos squared theta equals 1, sec squared theta minus tan squared theta equals 1, csc squared theta minus cot squared theta equals 1

    • The sum, difference, and double-angle identities

    • The reciprocal relationships

      • sec theta equals fraction numerator 1 over denominator cos theta end fraction, csc theta equals fraction numerator 1 over denominator sin theta end fraction, cot theta equals fraction numerator 1 over denominator tan theta end fraction

    • The quotient identities

      • tan theta equals fraction numerator sin theta over denominator cos theta end fraction, cot theta equals fraction numerator cos theta over denominator sin theta end fraction

    • Standard algebraic manipulations

      • combining fractions, factoring, expanding, distributing, etc.

What is the general process for verifying an identity?

  • Start by picking one side to work with

    • It is usually best to start with the more complex side

      • since simplifying is typically easier than complicating

  • Look at the target side

    • I.e. the side you'll need to transform your 'starting side' into

    • What form does it take?

      • This often suggests which identities or manipulations will be useful

    • E.g. if the target side contains only sin and cos

      • consider converting all the functions on the starting side into sin and cos

    • Or if the target side contains a single trig function

      • look for a way to cancel or combine terms on the starting side

  • Transform the starting side step by step, using known identities and algebraic rules

    • until it matches the target side exactly

  • At each step, write clearly which identity or rule is being applied

What strategies are commonly useful?

  • Convert to sine and cosine

    • Rewriting all trig functions on one side in terms of \sin and \cos is often a good way to start

      • particularly when the identity involves reciprocal functions

  • Combine fractions

    • If one side has multiple fractions, combining them over a common denominator often reveals opportunities for further simplification

  • Look for Pythagorean patterns

    • Expressions like 1 - \sin^2 x, 1 + \tan^2 x, or (1 - \cos x)(1 + \cos x) can often be simplified using the Pythagorean identity

  • Factor when possible

    • Factoring numerators or denominators can reveal cancellations

  • Work from both sides if necessary

    • If it is not clear how to proceed from one side, you can work on both sides separately to get them into a common simpler form

    • But the final write-up should still show one side being transformed into the other

Examiner Tips and Tricks

When verifying an identity, do not move terms across the equals sign as you would when solving an equation.

  • An identity verification is a proof of equivalence

  • Treating it as an equation to solve is one of the most common mistakes

Worked Example

Verify the identity:

\frac{\sin x}{1 - \cos x} + \frac{\sin x}{1 + \cos x} = 2\csc x

Answer

Start with the left-hand side and simplify step by step

First combine the two fractions over a common denominator

\frac{\sin x}{1 - \cos x} + \frac{\sin x}{1 + \cos x} = \frac{\sin x(1 + \cos x) + \sin x(1 - \cos x)}{(1 - \cos x)(1 + \cos x)}

Expand the brackets in the numerator and denominator

  • Note that the denominator is a 'difference of two squares'

equals fraction numerator sin x plus sin x cos x plus sin x minus sin x cos x over denominator 1 plus cos x minus cos x minus cos squared x end fraction
equals fraction numerator 2 sin x over denominator 1 minus cos squared x end fraction

Use the Pythagorean identity in the denominator

  • i.e. 1 - \cos^2 x = \sin^2 x

equals fraction numerator 2 sin x over denominator sin squared x end fraction

Cancel one factor of \sin x

equals fraction numerator 2 over denominator sin x end fraction

Convert to the reciprocal function to match the target

  • i.e. using csc x equals fraction numerator 1 over denominator sin x end fraction

equals 2 csc x

The left hand side has been transformed step by step into the right-hand side, so the identity is verified

\frac{\sin x}{1 - \cos x} + \frac{\sin x}{1 + \cos x} = 2\csc x

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Roger B

Author: Roger B

Expertise: Maths Content Creator

Roger's teaching experience stretches all the way back to 1992, and in that time he has taught students at all levels between Year 7 and university undergraduate. Having conducted and published postgraduate research into the mathematical theory behind quantum computing, he is more than confident in dealing with mathematics at any level the exam boards might throw at you.

Mark Curtis

Reviewer: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.