Example 5: Simplest form of
Write , in the simplest form.
Let .
Put , where .
As , , so .
.
Want the reason behind every step, the basics and the checks?
The shape is the identity in disguise. Put , and the square root becomes , the fraction becomes , and undoes . Because , the angle is an acute angle, , and that one fact makes every step valid. It is the angle in a right triangle with adjacent side 1 and hypotenuse .
- Given
- for .
- To find
- A simpler expression equal to for every .
- Plan
- (1) Check the expression is defined. (2) Substitute and find the interval lies in. (3) Simplify the square root with the correct sign. (4) Cancel , checking is in . (5) Confirm with a triangle and note what happens for .
Basics you need
. The principal branch is . So is the angle in that range with . Basics: tan, cot, sec and cosec
. It equals only when .
Solution
Check the expression is defined
For we have , so . Its square root is a positive real number, so is defined and positive. accepts every real number, so is defined for every .
The condition does two jobs: it keeps the number under the root positive (so the root exists) and not zero (so we are not dividing by 0). At the fraction would be .Substitute and locate
Let . This exists, because is in the domain . Then , so , and since ,
In the range , cosine is positive only on , and rules out . Therefore
The textbook says "Let " and at the end writes . That last equality is only true if is in the principal range of , so we define that way from the start. Knowing that is acute is the fact that Steps 3 and 4 rely on.On the unit circle, angles in with positive cosine are those to the right of the -axis, . Lesson: principal valuesSimplify the square root, with the correct sign
The last equality holds because for (both and are positive in the first quadrant). Hence
The textbook writes directly. That is only true when , which is why Step 2 matters. (If were negative, the square root would be .) Since , the reciprocal exists and is positive too.(Basic 2) and (Basic 3).Cancel , after checking
Now . Since , certainly , so is in the principal range of and
This cancellation is the reason the problem reduces to a single inverse function. It is valid because is in ; the final replacement is just the definition from Step 2.See it in a right triangle
Because is acute, we can draw it in a right triangle. Take the side adjacent to to be 1 and the hypotenuse to be (possible, since ). By Pythagoras the opposite side is . Reading off the ratios:
So the angle whose cotangent is is the same acute angle whose secant is , which is the result of Step 4.
The right triangle for , drawn for . One triangle carries both ratios: and . The triangle is a quick way to discover or check such results, and it shows the answer could equally be written or . The algebra of Steps 2 to 4 is still needed, because the triangle only makes sense for acute angles, and it is Step 2 that proves is acute.Pythagoras: . Lesson: the triangle trick
For ,
This agrees with the textbook. Equivalent forms on the same domain are and .
: , and . Also . Equal (both ).
: , and . Also . Equal.
(For a positive input , , since both are the acute angle with cotangent .)
- Writing with no reason. It is . The reason it equals here is , which makes acute.
- Ignoring the condition . For the expression is still defined, but is in , , and the root equals . The answer then becomes . For example at : , while .
- Writing for every . True for , as here, but false for , where the two sides differ by .
- Match the root to an identity: suggests or ; suggests ; suggests .
- Define as the inverse function of (here ) so that its interval is known, then use that interval for the sign of each root and for the final cancellation.
Every fact used, and where it comes from
| Fact | Used in | Source |
|---|---|---|
| Step 2 | Section 2.2, table of principal value branches | |
| Step 3 | Class XI identity | |
| ; in the first quadrant | Step 3 | Algebra; unit circle |
| ; there | Step 4 | Section 2.2 table; Section 2.3 (Lesson: the folding rules) |
| Right-triangle ratios; Pythagoras | Step 5 | Class X and XI (Lesson: the triangle trick) |
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