Question
Question: Show that \[\dfrac{{{{\sin }^3}({{180}^ \circ } + A)\tan ({{360}^ \circ } - A){{\sec }^2}({{180}^ \c...
Show that cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=tan3A
Solution
We use the quadrant diagram to find the value of each term in the numerator as well as denominator. Write all values with the same angle ‘A’ and convert all trigonometric functions in simpler forms of ‘sine’ and ‘cosine’.
- secx=cosx1;cosecx=sinx1;tanx=cosxsinx
- We know the values of all trigonometric angles are positive in the first quadrant.
Values of only sinθ are positive in the second quadrant.
Values of only tanθ are positive in the third quadrant.
Values of only cosθ are positive in the fourth quadrant.
Complete step-by-step answer:
We have to prove cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=tan3A
We solve for all the trigonometric terms separately.
Terms of numerator:
Since we can writesin3(180∘+A)=[sin(180∘+A)]3
We will change the angle associated with sine.
Since 180∘+goes to the third quadrant where all tanangles are positive, so all sinangles are negative.
⇒sin3(180∘+A)=[−sinA]3
⇒sin3(180∘+A)=−sin3A
We have next term astan(360∘−A)
We will change the angle associated with tan.
Since 360∘−goes to the fourth quadrant where all cosangles are positive, so all tanangles are negative.
⇒tan(360∘−A)=−tanA
Since we can writesec2(180∘−A)=[sec(180∘−A)]2
We will change the angle associated with secant.
Since 180∘−goes to the second quadrant where all sinangles are positive, so all secangles are negative.
⇒sec2(180∘−A)=[−secA]2
⇒sec2(180∘−A)=sec2A
So the numerator sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=(−sin3A)(−tanA)sec2A
Multiply negative signs together to give a positive sign
⇒sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=sin3AtanAsec2A...............… (1)
Terms of denominator:
Since we can writecos2(90∘+A)=[cos(90∘+A)]2
We will change the angle associated with cosine.
Since we know cos(90∘+A)=−sinA
Since 90∘+goes to the third quadrant where all tanangles are positive, so all sinangles are negative.
⇒cos2(90∘+A)=[−sinA]2
⇒cos2(90∘+A)=sin2A
We have next term assin(180∘−A)
We will change the angle associated with sine.
Since 180∘−goes to the second quadrant where all sinangles are positive.
⇒sin(180∘−A)=sinA
So the denominator cos2(90∘+A)cosec2Asin(180∘−A)=(−sinA)cosec2AsinA
⇒cos2(90∘+A)cosec2Asin(180∘−A)=−sinAcosec2AsinA...............… (2)
Now we substitute the value of numerator from equation (1) and denominator from equation (2) in the LHS of the equation given in the question.
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=sin2Acosec2AsinAsin3AtanAsec2A.................… (3)
Now we simplify the term by substituting the values of trigonometric functions in terms of sine and cosine.
Substitute secx=cosx1;cosecx=sinx1;tanx=cosxsinx
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=(sin2A)(sin2A1)(sinA)(sin3A)(cosAsinA)(cos2A1)
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=sin2A×sinA×cosA×cos2Asin3A×sinA×sin2A
Add the powers of terms having same base
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=sin3Acos3Asin3A×sin3A
Cancel same terms from numerator and denominator
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=cos3Asin3A
Use law of exponents nxmx=(nm)x to write the denominator
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=(cosAsinA)3
Put cosAsinA=tanA
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=(tanA)3
⇒cos2(90∘+A)cosec2Asin(180∘−A)sin3(180∘+A)tan(360∘−A)sec2(180∘−A)=tan3A
So, LHS is same as RHS
Hence proved.
Note: Students many times make the mistake of proving this question by applying formulas of sin(X+Y),tan(X−Y),sec(X−Y),cos(X+Y) as per the requirement in LHS. But this is a very complex and confusing long method as we have powers of square and cube which will be applied after using these trigonometric formulas. Equation of each term in numerator will be multiplied to other terms and so on, then taking common factors and cancelling terms will be a very long procedure, so we try to avoid it.
Students are likely to make mistakes while calculating the values from the quadrant diagram, keep in mind that we always move anti-clockwise as we add the angles, so when we subtract the angle we move backwards or clockwise to see which quadrant our function lies in.