I've studied math for quite a while so I did not learn much from this video. However, I want to say that your teaching style is excellent. I especially like that you start off by explaining practical uses followed by properly explaining the definitions. The main thing that I disliked studying math was that teachers/lecturers would teach enough to enable students to answer questions in exams, but then fail to provide any other application. Keep making videos ; ) they deserve allot more views.
Thank you very much for the feedback! I am thrilled that this style of teaching is appreciated. I will certainly continue making these videos using a style that motivates the topics rather than focusing on exam-based learning. Thanks again!
Thanks for your in depth math explanation---- aft not fully understanding this prior, this has aided immensely! I only recently returned back to the mathematical stage as I'm currently marking out an endecagon star upon face of a sphere. This for me has created quite a challenge!! Trent O'Flaherty
Again solid work, this is real teaching. My professor is rushed, impatient, and has the impression that we understand what she says. It builds and builds on some kids who do not seek auxiliary help. I would put my self in that category except I watch New Planet School videos
This is so amazing !!! Wish I knew this when I was studying, could have done my majors in maths. Thanks a lot now trigonometry makes total sense to me. Please do make videos for Geometry, Differentiation, Calculus, Probability and Statistics, etc., am looking for it.
At 34:09 you say that sin(θ) goes to infinity, shouldn't it be that sin(θ) goes to zero hence Cot(θ) = ∞ ? By the way, I am really pleased with the videos, they are really good and the delivery is outstanding, Thanks.
In the simulation shown from 34:38 I paused the video at eight stages. I imagined for theta 1°, 89°, 91°, 179°, 181°, 269°, 271°, 359°. I took out my calculator and using values like 0.99999 ; 0.000001 ; -0.99999 ; -0.000001 I tried to plot and understand each point on the three function graphs. I had no problems with the sines and cosines; but I really struggled understanding the plotting of the tangent function graph. I was using the TOA rule to not get confused and I was constantly imagining the right triangle with theta at center. I think the reason I was struggling and not getting the correct results for the graph, was that I was imagining the wrong triangles. Especially going into the negative values for X and Y (91° and on to 269°). Could somebody help me please? Could somebody either explain, or just draw the correct right triangles to imagine for calculating the points on the graph; using a few screenshots or something? I never had much trigonometry in school, so I'm happy to learn this way :-) Thank you!
+karun mathews *Thanks, Karun!* Your intuition is correct that all of these concepts are closely related. And, sometimes we use these words in different, sometimes imprecise, ways. In the video I used the term _slope_ to have its mathematical meaning, which carries over to other areas outside of trigonometry. In particular, the concept of _slope_ plays a key role in calculus (where one is usually not thinking in terms of angles). In fact, a large part of calculus is thinking about what _slope_ means when applied to a curve that has an arbitrary shape. While _slope_ is an easy concept for a line, which has a fixed _slope_, what does slope mean for a parabola? In calculus, one looks at a curve and constructs the rise over the run in a very, very tiny region around the point where you want to know the slope. Think of this as a _local slope_ that exists at that point. (If you watch my introductory video on calculus you will see what I mean.) Now, if you wanted to, you could always draw a little triangle and think in terms of angles and trigonometry; as you point out, the rise over the run _is_ connected to tan(theta).
I remember sin because I think of a sign that says Open House (O/H) I remember tan because I think getting a tan is an Oceanside Activity (O/A) I remember cos because I think of a cuss word Ass Hole (A/H)
I've studied math for quite a while so I did not learn much from this video. However, I want to say that your teaching style is excellent. I especially like that you start off by explaining practical uses followed by properly explaining the definitions. The main thing that I disliked studying math was that teachers/lecturers would teach enough to enable students to answer questions in exams, but then fail to provide any other application.
Keep making videos ; ) they deserve allot more views.
Thank you very much for the feedback! I am thrilled that this style of teaching is appreciated. I will certainly continue making these videos using a style that motivates the topics rather than focusing on exam-based learning. Thanks again!
Really appreciate your efforts.
Thanks for your in depth math explanation---- aft not fully understanding this prior, this has aided immensely! I only recently returned back to the mathematical stage as I'm currently marking out an endecagon star upon face of a sphere. This for me has created quite a challenge!!
Trent O'Flaherty
Again solid work, this is real teaching. My professor is rushed, impatient, and has the impression that we understand what she says. It builds and builds on some kids who do not seek auxiliary help. I would put my self in that category except I watch New Planet School videos
+Greg Pappagelis _Thank you_ so much, Greg, for the feedback!
+New Planet School Your welcome, well deserved my friend
omg @ 11:15 now it makes sense as to why a/h or o/h works, because we are talking about their proportional relationship.
Great teaching ...
You helped me a lot. I'm very grateful, thank you.
This is so amazing !!! Wish I knew this when I was studying, could have done my majors in maths. Thanks a lot now trigonometry makes total sense to me. Please do make videos for Geometry, Differentiation, Calculus, Probability and Statistics, etc., am looking for it.
Thank you!
Oh god im in geometry honors and I'm learning this... i have pre calculus next semester. This is really helping me, so tjajks a ton!
At 34:09 you say that sin(θ) goes to infinity, shouldn't it be that sin(θ) goes to zero hence Cot(θ) = ∞ ?
By the way, I am really pleased with the videos, they are really good and the delivery is outstanding, Thanks.
Can we say that cosine also changes to negative after taking slope two times
In the simulation shown from 34:38 I paused the video at eight stages. I imagined for theta 1°, 89°, 91°, 179°, 181°, 269°, 271°, 359°. I took out my calculator and using values like 0.99999 ; 0.000001 ; -0.99999 ; -0.000001 I tried to plot and understand each point on the three function graphs. I had no problems with the sines and cosines; but I really struggled understanding the plotting of the tangent function graph.
I was using the TOA rule to not get confused and I was constantly imagining the right triangle with theta at center. I think the reason I was struggling and not getting the correct results for the graph, was that I was imagining the wrong triangles. Especially going into the negative values for X and Y (91° and on to 269°).
Could somebody help me please? Could somebody either explain, or just draw the correct right triangles to imagine for calculating the points on the graph; using a few screenshots or something?
I never had much trigonometry in school, so I'm happy to learn this way :-)
Thank you!
선생님의 가르침에 감사합니다
Great presentation. 5 stars.
Very good overview, IMHO!
Incredible graphs from 31:30 on. Thanks.
Sir you are intelligent
What software hardware is used to make this presentation?
The content here is excellent, but the guy's voice is so relaxing that it makes me sleepy lol
At 20:00 you talk about rise over run slope . Isn't slope the angle (theta) ? or is it tan(theta) ? If so can you explain how? Great video!
+karun mathews *Thanks, Karun!* Your intuition is correct that all of these concepts are closely related. And, sometimes we use these words in different, sometimes imprecise, ways. In the video I used the term _slope_ to have its mathematical meaning, which carries over to other areas outside of trigonometry. In particular, the concept of _slope_ plays a key role in calculus (where one is usually not thinking in terms of angles). In fact, a large part of calculus is thinking about what _slope_ means when applied to a curve that has an arbitrary shape. While _slope_ is an easy concept for a line, which has a fixed _slope_, what does slope mean for a parabola? In calculus, one looks at a curve and constructs the rise over the run in a very, very tiny region around the point where you want to know the slope. Think of this as a _local slope_ that exists at that point. (If you watch my introductory video on calculus you will see what I mean.) Now, if you wanted to, you could always draw a little triangle and think in terms of angles and trigonometry; as you point out, the rise over the run _is_ connected to tan(theta).
@@NewPlanetSchool I realised the same thing. Thanks for your explanation. Great videos. 🎃🎃🎃
nice explanations :) Can u make videos about differential geometry?
Why you had stopped making videos from last 5 years no videos are uploaded
Want to ask a question. What is it that geologist wanna know about? Surveying? I couldn't get it.
great stuff
I think hypotenuse is misspelled at 9:06
Thank you! I fixed it!
❤
He was talking about calculus on the last part
We call them “ right-angled triangles “ . 😮😮😮
Why call it thade shouldn't you call it angle
I remember sin because I think of a sign that says Open House (O/H)
I remember tan because I think getting a tan is an Oceanside Activity (O/A)
I remember cos because I think of a cuss word Ass Hole (A/H)
Excellent analogy, I will borrow this from you.
I do not know the answer to the first and last questions ((
Last question: -sin(x)
First question: sum of 2 sides is always greater than the third side.
Thanks for answering!
why sine is o/h why not cos is o/h????
anyone here??
기계구조 기구설계를 위한 수학
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blah blah blah who cares