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Complete trigonometric solution sets

Read the idea, work independently, then explain what changed.

高一必修 第一册(A版).pdf · 5.4 · PDF 203 / printed page 196

Revisit first: Unit-circle coordinates and signsIdentity choice and domain preservationAmplitude, period and phase in models

TOPIC 01

Complete trigonometric solution sets

Solve a transformed angle, recover every branch and intersect the original interval.

What you will be able to explain

  • Retain all angle branches and periodic copies in the requested interval.
  • Detect lost solutions from division and extraneous solutions from squaring.

A value can occur more than once per cycle

An inverse calculator value is one representative branch.

A reference angle supplies candidates, not automatically the complete solution set.

sin⁡x=sin⁡α⇒x=α+2kπ or x=π−α+2kπ\sin x=\sin\alpha\Rightarrow x=\alpha+2k\pi\text{ or }x=\pi-\alpha+2k\pi
  1. Use equal-height unit-circle points.

    α,π−α\alpha,\quad\pi-\alpha
  2. Repeat by the function period, then intersect the requested domain.

    k∈Zk\in\mathbb Z

When it applies

  • Deduplicate branches when they coincide; include or exclude interval endpoints as stated.

Counterexample: sin x=1 has one point per cycle, not two distinct reference-angle branches.

  • Use a horizontal line on a sine graph and a list of interval-filtered candidates.

Reversible steps and branch tracking

Completeness needs an audit of each algebraic operation, not just final substitution.

Factoring preserves zero branches; division may lose them and squaring may add false candidates.

sin⁡2x=cos⁡x⇒cos⁡x(2sin⁡x−1)=0\sin2x=\cos x\Rightarrow\cos x(2\sin x-1)=0
  1. Use identities to factor instead of dividing by cos x.

    cos⁡x=0 or sin⁡x=1/2\cos x=0\text{ or }\sin x=1/2
  2. Check squared-equation candidates in the original sign condition.

    sin⁡2x=1/4⇏sin⁡x=−1/2\sin^2x=1/4\not\Rightarrow\sin x=-1/2

When it applies

  • Angle units and the transformed-angle interval must both be tracked.

Counterexample: Dividing by cos x loses π/2 and 3π/2 in sin 2x=cos x.

  • Mark a branch tree and cross out only candidates failing the original equation.

PREDICT → EXPLORE → EXPLAIN → TRANSFER

Make a prediction, then explore the relationship.

Lesson question: How does the number of roots change with the target height, frequency and closed endpoint?

Model exploration: predict which displayed result changes with the parameters, check the values, and compare the observation with the lesson question.

Solve sin(1x)=0.5 on the closed interval [0°,360°]. 2 distinct solutions: 30, 150. Endpoint inputs count separately; coincident branches are deduplicated.03605-5

Solve sin(1x)=0.5 on the closed interval [0°,360°]. 2 distinct solutions: 30, 150. Endpoint inputs count separately; coincident branches are deduplicated.

Numerical data for the diagram; printable
Solution x (degrees)sin(nx)−k
300
1500

Explain: Compare the displayed complete root list with graph intersections on 0°≤x≤360°.

Transfer: Create a level with roots at both endpoints, then explain why both count.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

Examples 1–3: study a full demonstration; finish a solution from its first step; then choose a method independently before opening the solution. The remaining exercises may continue after class.

01 / Foundation#Worked example

Solve in the stated degree interval.

sin⁡x=1/2,0≤x<360∘\sin x=1/2,\quad0\le x<360^\circ
  • Degrees; 0≤x<360°.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Find the reference angle and the second equal-height point.
Hint 2
Sine is positive in quadrants I and II.
Worked solution
  1. Find the reference value.

    x1=30∘x_1=30^\circ
  2. Reflect within the upper semicircle.

    x2=180∘−30∘=150∘x_2=180^\circ-30^\circ=150^\circ

30°,150°.

Checks and common pitfalls: Both values meet the interval; no extra full turn fits.

Think first. Reveal a hint when the class is ready.

02 / Standard#Worked example

Solve completely.

2sin⁡2x−sin⁡x−1=0,0≤x<360∘2\sin^2x-\sin x-1=0,\quad0\le x<360^\circ

First step provided — complete the reasoning:Obtain admissible sine values.

sin⁡x=1 or −1/2\sin x=1\text{ or }-1/2
  • Degrees; 0≤x<360°.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Treat sine as a temporary algebraic variable.
Hint 2
Factor (2s+1)(s−1).
Worked solution
  1. Obtain admissible sine values.

    sin⁡x=1 or −1/2\sin x=1\text{ or }-1/2
  2. Recover all angle branches and deduplicate.

    x=90∘,210∘,330∘x=90^\circ,210^\circ,330^\circ

90°,210°,330°.

Checks and common pitfalls: The sine value 1 has a single point in this cycle.

Think first. Reveal a hint when the class is ready.

03 / Transfer#Worked example

Solve and explain the solutions lost by dividing by cos x.

sin⁡2x=cos⁡x,0≤x<2π\sin2x=\cos x,\quad0\le x<2\pi
  • Radians; 0≤x<2π.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Replace sin 2x with its product form.
Hint 2
Factor out cosine without dividing by it.
Worked solution
  1. Preserve the zero factor branch.

    cos⁡x(2sin⁡x−1)=0\cos x(2\sin x-1)=0
  2. List both branch sets.

    x=π/2,3π/2;x=π/6,5π/6x=\pi/2,3\pi/2;\quad x=\pi/6,5\pi/6

π/6, π/2, 5π/6, 3π/2; division loses the two cosine zeros.

Checks and common pitfalls: Checking only the divided equation cannot recover a discarded branch.

Think first. Reveal a hint when the class is ready.

04 / Foundation#Your turn

Solve.

cos⁡x=0,0≤x<360∘\cos x=0,\quad0\le x<360^\circ
  • Degrees; 0≤x<360°.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Use vertical unit-circle rays.
Hint 2
Both upward and downward rays have x-coordinate zero.
Worked solution
  1. Identify the first zero.

    x=90∘x=90^\circ
  2. Include the opposite ray.

    x=270∘x=270^\circ

90°,270°.

Checks and common pitfalls: The cosine graph crosses zero twice in a full cycle.

Reasoning checklist · self / teacher assessment
  • Identify the first zero.
  • Include the opposite ray.

Think first. Reveal a hint when the class is ready.

05 / Foundation#Your turn

Solve.

tan⁡x=1,0≤x<360∘\tan x=1,\quad0\le x<360^\circ
  • Degrees; tangent must exist.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Tangent repeats after 180°.
Hint 2
Start at 45°.
Worked solution
  1. Find one valid reference solution.

    x=45∘x=45^\circ
  2. Add one tangent period within the interval.

    x=225∘x=225^\circ

45°,225°.

Checks and common pitfalls: Using a 360° period alone would omit a valid tangent solution.

Reasoning checklist · self / teacher assessment
  • Find one valid reference solution.
  • Add one tangent period within the interval.

Think first. Reveal a hint when the class is ready.

06 / Foundation#Your turn

Solve over the real numbers.

sin⁡x=2\sin x=2
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Check the range before using an inverse function.
Hint 2
Sine is between −1 and 1.
Worked solution
  1. Apply the unit-circle bound.

    −1≤sin⁡x≤1-1\le\sin x\le1
  2. The requested value lies outside it.

    2>12>1

No real solutions.

Checks and common pitfalls: A range check prevents meaningless inverse-function input.

Reasoning checklist · self / teacher assessment
  • Apply the unit-circle bound.
  • The requested value lies outside it.

Think first. Reveal a hint when the class is ready.

07 / Foundation#Your turn

How many solutions are in the closed interval?

sin⁡x=0,−π≤x≤π\sin x=0,\quad-\pi\le x\le\pi
  • Radians; both endpoints included.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Zeros occur at integer multiples of π.
Hint 2
Both endpoints are included.
Worked solution
  1. List admissible multiples.

    x=−π,0,πx=-\pi,0,\pi
  2. Count distinct real inputs.

    N=3N=3

3.

Checks and common pitfalls: Coterminal endpoint angles are different real inputs and both belong to this closed interval.

Think first. Reveal a hint when the class is ready.

08 / Standard#Your turn

Solve without losing cycles.

sin⁡2x=1/2,0≤x<360∘\sin2x=1/2,\quad0\le x<360^\circ
  • Degrees; 0≤x<360°.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The transformed angle spans 0≤2x<720°.
Hint 2
Find four angles before dividing by 2.
Worked solution
  1. List solutions for the transformed angle.

    2x=30∘,150∘,390∘,510∘2x=30^\circ,150^\circ,390^\circ,510^\circ
  2. Return to the original input.

    x=15∘,75∘,195∘,255∘x=15^\circ,75^\circ,195^\circ,255^\circ

15°,75°,195°,255°.

Checks and common pitfalls: Using only one transformed cycle halves the complete solution set.

Reasoning checklist · self / teacher assessment
  • List solutions for the transformed angle.
  • Return to the original input.

Think first. Reveal a hint when the class is ready.

09 / Standard#Your turn

Solve in the original interval.

cos⁡(x−π/3)=−1/2,0≤x<2π\cos(x-\pi/3)=-1/2,\quad0\le x<2\pi
  • Radians; 0≤x<2π.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Solve for the shifted angle, then filter x.
Hint 2
Use shifted angles 2π/3 and 4π/3.
Worked solution
  1. Restore the input by adding π/3.

    x=π,5π/3x=\pi,5\pi/3
  2. Other periodic copies lie outside the interval.

    0≤x<2π0\le x<2\pi

π and 5π/3.

Checks and common pitfalls: Shift first, then check the original domain rather than an assumed one-cycle phase interval.

Reasoning checklist · self / teacher assessment
  • Restore the input by adding π/3.
  • Other periodic copies lie outside the interval.

Think first. Reveal a hint when the class is ready.

10 / Standard#Your turn

Solve and justify whether division by cosine is safe here.

sin⁡x=cos⁡x,0≤x<2π\sin x=\cos x,\quad0\le x<2\pi
  • Radians; 0≤x<2π.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Check cosine-zero inputs against the original equation first.
Hint 2
At cosine zero, sine is ±1, so no such input solves it.
Worked solution
  1. Exclude a zero divisor by the equation itself.

    cos⁡x=0⇒sin⁡x=±1≠0\cos x=0\Rightarrow\sin x=\pm1\ne0
  2. Divide safely and use tangent period.

    tan⁡x=1⇒x=π/4,5π/4\tan x=1\Rightarrow x=\pi/4,5\pi/4

π/4 and 5π/4; division is safe after the zero-case check.

Checks and common pitfalls: This contrasts with equations where the zero divisor actually supplies valid solutions.

Reasoning checklist · self / teacher assessment
  • Exclude a zero divisor by the equation itself.
  • Divide safely and use tangent period.

Think first. Reveal a hint when the class is ready.

11 / Standard#Your turn

A student squares the equation and obtains four candidates. Identify which must be rejected and why.

sin⁡x=−1/2,0≤x<360∘\sin x=-1/2,\quad0\le x<360^\circ
  • Degrees; original right-hand side negative.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Squaring erases the required negative sign.
Hint 2
Test the upper-half-circle candidates in the original equation.
Worked solution
  1. The squared equation allows both signs.

    x=30∘,150∘,210∘,330∘x=30^\circ,150^\circ,210^\circ,330^\circ
  2. Reject the positive-sine candidates.

    x=210∘,330∘ remainx=210^\circ,330^\circ\text{ remain}

Reject 30° and 150°; retain 210° and 330°.

Checks and common pitfalls: Substitution checks validity after an implication that was not reversible.

Reasoning checklist · self / teacher assessment
  • The squared equation allows both signs.
  • Reject the positive-sine candidates.

Think first. Reveal a hint when the class is ready.

12 / Transfer#Your turn

Classify the number of distinct solutions for every real k. Explain the exceptional role of k=0 in this closed interval.

sin⁡x=k,0≤x≤2π\sin x=k,\quad0\le x\le2\pi
  • Radians; interval closed at both ends.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Combine the sine range with endpoint inclusion.
Hint 2
Interior nonextreme heights cross twice; zero includes both endpoints.
Worked solution
  1. Classify impossible and extremal levels.

    ∣k∣>1:0;∣k∣=1:1|k|>1:0;\quad |k|=1:1
  2. Treat ordinary levels and the duplicated endpoint height.

    0<∣k∣<1:2;k=0:30<|k|<1:2;\quad k=0:3

Counts: 0,1,2,3 under the stated four cases.

Checks and common pitfalls: The endpoints are coterminal but distinct real inputs, so both count at zero.

Reasoning checklist · self / teacher assessment
  • Classify impossible and extremal levels.
  • Treat ordinary levels and the duplicated endpoint height.

Think first. Reveal a hint when the class is ready.

13 / Transfer#Your turn

A wheel point has height H(t) metres for time t seconds. During one cycle 0≤t≤8, when is it strictly above 4 m? Derive the interval and interpret its endpoints.

H(t)=3+2sin⁡(πt/4)H(t)=3+2\sin(\pi t/4)
  • Model valid for 0≤t≤8 s; upward height measured from the same datum.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Translate height into a sine threshold and track the time-to-angle scale.
Hint 2
sin θ>1/2 between π/6 and 5π/6.
Worked solution
  1. Express the strict phase interval.

    π/6<πt/4<5π/6\pi/6<\pi t/4<5\pi/6
  2. Convert back to seconds and exclude equality times.

    2/3<t<10/32/3<t<10/3

Strictly above 4 m for t∈(2/3,10/3) s.

Checks and common pitfalls: At both endpoints the point is exactly 4 m high, so neither endpoint is included.

Reasoning checklist · self / teacher assessment
  • Express the strict phase interval.
  • Convert back to seconds and exclude equality times.

Think first. Reveal a hint when the class is ready.

Focus on one question

End-of-lesson check and correction

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    Choose a foundation skill to revisit ↗

    Teacher preparation and assessment

    40-minute lesson

    MinutesFocusTeaching and student action
    5Branch diagnosisUse diagnostics to distinguish principal values and transformed intervals.
    8Build solution setsMark equal-height points and periodic copies before filtering.
    10Audit operationsPairs contrast safe division in sin x=cos x with lost roots in sin 2x=cos x.
    12Classify and modelGroups classify parameter root counts and translate the wheel threshold.
    5Exit completenessRequire a complete set and a reason no other branch fits.

    Question sequence

    • What interval does the transformed angle actually traverse?
    • Did this operation lose or add candidates?

    Board development

    • Preserve factor branches.
      cos⁡x(2sin⁡x−1)=0\cos x(2\sin x-1)=0
    • Map an angle interval back to time.
      π/6<πt/4<5π/6\pi/6<\pi t/4<5\pi/6

    Expected correct and incorrect responses

    • “Both endpoints count because they are different real x-values” correctly handles k=0.
    • “Divide by cosine immediately” risks losing valid zero-factor solutions.

    Follow-up questions

    • Why does substituting all found roots not prove that none were missed?

    Remediation

    • For missing branches, draw the horizontal value line before invoking inverse trigonometry.
    • For transformed-interval errors, put x bounds and angle bounds in separate columns.

    Exit check

    • Solve cos 2x=1 for 0≤x≤2π. Expected 0,π,2π with closed endpoints.

    Assessment checklist and sample responses

    • 2 marks: branch and domain completeness.
      Full: four roots for sin 2x=1/2 on [0°,360°); partial: first two only.
    • 2 marks: validate nonreversible steps.
      Full: reject positive-sine roots after squaring; partial: accept all four squared-equation roots.

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    Curriculum and source notes ↗