Similar derivatives
Excerpt: By considering a small change in angle, students use similar triangles to give a geometric explanation of the derivatives of , , and . There are opportunities to make geometric sense of the factors of and that arise in the derivatives.
Problem
Can you explain why the points given in the diagram below have coordinates and ?
Now move the slider for .
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What is the relationship between the blue angle and the red angle?
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What can you say about the blue triangles and the red triangle as decreases to ?
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Consider the blue triangle which has one vertex at .
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What is the length of the circular arc drawn through and subtended by ?
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Which side length shows the increase in as increases by ? This can be denoted by .
How can you use these ideas to find the derivative of ?
What about the derivative of ?
Can you take a similar approach to find the derivatives of and ? You may be able to do this in more than one way.
Suggestion
Can you explain why the points given in the diagram below have coordinates and ?
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You may find it helpful to consider similar triangles, or look at Going round in circles.
Take a look at the triangles in the diagram.
What similar triangles can you find?
What do you see as ?
It may be helpful to label some points in the diagram.
How can the length of the hypotenuse of the red triangle be expressed in terms of ?
How can this help us to find the arc length?
is and is .
When is small, one side of each blue triangle can be approximated by a circular arc.
As , the red and blue triangles get closer and closer to being similar. Which are the corresponding sides in the red and blue triangles?
Solution
You may find it helpful to look at the circles section of Going round in circles to see how and relate to the unit circle.
Move the slider so that the blue triangles are visible. Note that the blue angle is and the red angle is . Therefore the blue triangles are both similar to the triangle with angle and right-angle at This triangle tends to the red triangle as tends to (written ), so the blue triangles get closer and closer to being similar to the red triangle as .
Consider the blue triangle with one vertex at .
- What is the length of the circular arc drawn through and subtended by ?
In triangle , Pythagoras’ theorem tells us that (note that is acute in this case, so ).
Alternatively, so .
is the radius of the circular arc drawn through and subtended by , so the length of this arc is For small , we can therefore approximate by
Why is it important that and are measured in radians?
- Which side length shows the increase in as increases by ? This can be denoted by .
, so shows the increase in as increases by . We’ll write this as as it is the change in .
The derivative of is given by so using our notation, we are interested in
What can the blue and red triangles tell us about this fraction?
We have approximations for the lengths of two sides of the blue triangle when is small. As , the blue and red triangles get closer to being similar, so it may help to consider corresponding sides and angles in the two triangles.
For small , the corresponding ratios of sides gives us , so
Taking the limit as then gives the derivative of ,
What does this say about the sign of the gradient function of ? Can you connect this with the graph of ?
We’ll refer back to our first labelled diagram. The length of the hypotenuse of triangle is , so as increases by shows the increase in
How can you use these triangles to show that ?
The blue triangle with a vertex at can be used to find derivatives of and , so we’ll label the vertices of this triangle as well.
You could use a similar approach to before, by considering ratios of sides in
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triangles and (since is similar to and ), or
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triangles and (since the sides of don’t depend on ), or
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triangles and (these are similar even if isn’t small).
We’ll use triangles and , but what happens if you use different triangles?
Derivatives
We can start in a similar way, noting that One thing we have to be careful about though is that as increases by , and decrease. Therefore we’ll write
We can compare ratios of sides in triangles and to get .
Therefore we have which leads to
By writing , we can also show that
We have worked with a diagram in which is acute. Do these results hold for any value of ?