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Ch. 6 Additional Topics in Trigonometry
6.1 The Law of Sines
1 Use the Law of Sines to Solve Oblique Triangles
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Solve the triangle.

1)
80°
5
45°
A) B = 55°, a = 4.32, c = 6.01 B) B = 55°, a = 6.01, c = 4.32

C) B = 60°, a = 4.32, c = 6.01 D) B = 50°, a = 6.01, c = 4.32
2)
7
35° 125°
A) C = 20°, a = 10, c = 4.17 B) C = 20°, a = 4.17, c = 10

C) C = 25°, a = 10, c = 4.17 D) C = 15°, a = 4.17, c = 10
Solve the triangle. Round lengths to the nearest tenth and angle measures to the nearest degree.
3) B = 54°
C = 107°
b = 22
A) A = 19°, a = 8.9, c = 26 B) A = 17°, a = 26, c = 8.9
C) A = 19°, a = 10.9, c = 28 D) A = 17°, a = 28, c = 10.9
4) A = 49°
B = 43°
a = 31.0
A) C = 88°, b = 28, c = 41.1 B) C = 89°, b = 28, c = 41.1
C) C = 88°, b = 41.1, c = 28 D) C = 89°, b = 41.1, c = 28
5) A = 26°, B = 51°, c = 28
A) C = 103°, a = 12.6, b = 22.3 B) C = 103°, a = 22.3, b = 12.6
C) C = 103°, a = 62.2, b = 35.1 D) C = 97°, a = 12.4, b = 21.9
6) A = 11.2°, C = 131.6°, a = 84.9

A) B = 37.2°, b = 264.3, c = 326.9 B) B = 37.2°, b = 326.9, c = 264.3
C) B = 37.2°, b = 27.3, c = 22.2 D) B = 36.8°, b = 261.8, c = 326.9
Page 1
2 Use the Law of Sines to Solve, if Possible, the Triangle or Triangles in the Ambiguous Case
Two sides and an angle (SSA) of a triangle are given. Determine whether the given measurements produce one
triangle, two triangles, or no triangle at all. Solve each triangle that results. Round lengths to the nearest tenth and
angle measures to the nearest degree.
1) A = 30°, a = 14, b = 28
A) B = 90°, C = 60°, c = 24.2 B) B = 60°, C = 90°, c = 24.2
C) B = 60°, C = 60°, c = 24.2 D) no triangle
2) B = 82°, b = 3, a = 24
A) no triangle B) A = 42°, C = 57°, c = 31
C) A = 41°, C = 57°, c = 27 D) A = 40°, C = 57°, c = 29
3) B = 53°, b = 5, a = 25
A) no triangle B) A = 49°, C = 77°, c = 27
C) A = 51°, C = 75°, c = 30 D) A = 52°, C = 76°, c = 31.5
4) B = 26°, b = 6.7, a = 7.64

A) A1 = 30°, C1 = 124°, c1 = 12.7; B) A = 30°, C = 124°, c = 12.7
A2 = 150°, C2 = 4°, c2 = 1.1
C) A = 150°, C = 4°, c = 1.1 D) no triangle
5) A = 80°, a = 2, b = 6
A) no triangle B) B = 41°, C = 59°, c = 12
C) A = 40°, C = 60°, c = 8 D) B = 39°, C = 61°, c = 10
6) C = 35°, a = 18.7, c = 16.1

A) A1 = 42°, B1 = 103°, b1 = 27.4; B) A1 = 103°, B1 = 42°, b1 = 27.4;
A2 = 138°, B2 = 7°, b2 = 3.4 A2 = 7°, B2 = 138°, b2 = 3.4
C) A = 42°, B = 103°, b = 27.4 D) no triangle
7) B = 41°, a = 4, b = 3
A) A1 = 61°, C1 = 78°, c1 = 4.5; B) A1 = 61°, C1 = 78°, c1 = 0.1;
A2 = 119°, C2 = 20°, c2 = 1.6 A2 = 119°, C2 = 20°, c2 = 0.1
C) A = 29°, C = 110°, c = 5.7 D) no triangle
3 Find the Area of an Oblique Triangle Using the Sine Function
Find the area of the triangle having the given measurements. Round to the nearest square unit.
1) A = 32°, b = 15 inches, c = 9 inches
A) 36 square inches B) 57 square inches C) 34 square inches D) 59 square inches
2) A = 37°, b = 18 meters, c = 11 meters

A) 60 square meters B) 30 square meters C) 120 square meters D) 122 square meters
Page 2
3) C = 100°, a = 3 yards, b = 8 yards
A) 12 square yards B) 24 square yards C) 47 square yards D) 2 square yards
4) B = 20°, a = 4 feet, c = 8 feet

A) 5 square feet B) 11 square feet C) 22 square feet D) 15 square feet
4 Solve Applied Problems Using the Law of Sines
Solve the problem.

1) A surveyor standing 56 meters from the base of a building measures the angle to the top of the building
and finds it to be 36°. The surveyor then measures the angle to the top of the radio tower on the building
and finds that it is 50°. How tall is the radio tower?
A) 26.05 meters B) 9.98 meters C) 9.31 meters D) 13.96 meters
2) Two tracking stations are on the equator 129 miles apart. A weather balloon is located on a bearing of
N39°E from the western station and on a bearing of N23°W from the eastern station. How far is the balloon
from the western station? Round to the nearest mile.
A) 134 miles B) 143 miles C) 114 miles D) 105 miles
3) To find the distance AB across a river, a distance BC of 1176 m is laid off on one side of the river. It is
found that B = 105.0° and C = 14.9°. Find AB. Round to the nearest meter.
A) 349 meters B) 352 meters C) 302 meters D) 299 meters
4) A guy wire to a tower makes a 65° angle with level ground. At a point 38 ft farther from the tower than the
wire but on the same side as the base of the wire, the angle of elevation to the top of the tower is 30°. Find
the length of the wire (to the nearest foot).
A) 33 feet B) 38 feet C) 66 feet D) 71 feet
5 Additional Concepts
Find a. If necessary, round your answer to the nearest hundredth.

1)
45°
36°
61
A) 16.68 B) 7.28 C) 6.22 D) 9.66
Page 3
2)
59° 24°
1.1
A) 0.78 B) 0.52 C) 1.64 D) 2.32
6.2 The Law of Cosines

1 Use the Law of Cosines to Solve Oblique Triangles
Solve the triangle. Round lengths to the nearest tenth and angle measures to the nearest degree.
1)
7 6
9
A) A 51°, B 42°, C = 87°
= = B) A = 42°, B = 51°, C = 87°
C) A = 51°, B = 87°, C = 42° D) A = 42°, B = 87°, C = 51°
2)
9
6
4
=
A) A 127°, B = 32°, C = 21° B) A = 32°, B = 127°, C = 21°
C) A = 127°, B = 21°, C = 32° D) A = 32°, B = 21°, C = 127°
3) a = 6, b = 9, C = 106°
A) c = 12.1, A = 28°, B = 46° B) c = 15, A = 30°, B = 44°
C) c = 17.9, A = 26°, B = 48° D) no triangle
4) a = 5, c = 12, B = 120°
A) b = 15.1, A = 17°, C = 43° B) b = 18, A = 19°, C = 41°
C) b = 20.9, A = 15°, C = 45° D) no triangle
Page 4
5) b = 6, c = 9, A = 127°
A) a = 13.5, B = 21°, C = 32° B) a = 16.4, B = 23°, C = 30°
C) a = 19.3, B = 19°, C = 34° D) no triangle
6) b = 2, c = 4, A = 80°
A) a = 4.1, B = 29°, C = 71° B) a = 4.1, B = 71°, C = 29°
C) a = 5.1, B = 29°, C = 71° D) a = 3.1, B = 71°, C = 29°
7) a = 7, c = 6, B = 90°
A) b = 9.2, A = 50°, C = 40° B) b = 9.2, A = 40°, C = 50°
C) b = 10.2, A = 50°, C = 40° D) b = 8.2, A = 40°, C = 50°
8) a = 8, b = 13, c = 15
A) A = 32°, B = 59°, C = 89° B) A = 34°, B = 57°, C = 89°
C) A = 30°, B = 59°, C = 91° D) no triangle
9) a = 5, b = 5, c = 2
A) A = 78°, B = 78°, C = 24° B) A = 79°, B = 79°, C = 22°
C) A = 24°, B = 78°, C = 78° D) A = 78°, B = 24°, C = 78°
10) a = 9, b = 6, c = 5
A) A = 109°, B = 39°, C = 32° B) A = 39°, B = 109°, C = 32°
C) A = 109°, B = 32°, C = 39° D) A = 39°, B = 32°, C = 109°
2 Solve Applied Problems Using the Law of Cosines
Solve the problem.

1) A plane flying a straight course observes a mountain at a bearing of 34.5° to the right of its course. At that
time the plane is 6 kilometers from the mountain. A short time later, the bearing to the mountain becomes
44.5°. How far is the plane from the mountain when the second bearing is taken (to the nearest tenth of a
km)?
A) 4.8 kilometers B) 7.4 kilometers C) 8.2 kilometers D) 3.2 kilometers
2) Two airplanes leave an airport at the same time, one going northwest (bearing 135°) at 418 mph and the
other going east at 341 mph. How far apart are the planes after 4 hours (to the nearest mile)?
A) 2807 miles B) 702 miles C) 2204 miles D) 2337 miles
3) Two sailboats leave a harbor in the Bahamas at the same time. The first sails at 23 mph in a direction 350°.
The second sails at 33 mph in a direction 200°. Assuming that both boats maintain speed and heading,
after 3 hours, how far apart are the boats?
A) 162.5 miles B) 116 miles C) 129.2 miles D) 113.8 miles
4) Two points A and B are on opposite sides of a building. A surveyor selects a third point C to place a
transit. Point C is 54 feet from point A and 65 feet from point B. The angle ACB is 56°. How far apart are
points A and B?
A) 56.7 feet B) 105.2 feet C) 72 feet D) 95.4 feet
5) The distance from home plate to dead center field in Sun Devil Stadium is 402 feet. A baseball diamond is
a square with a distance from home plate to first base of 90 feet. How far is it from first base to dead center
field?
A) 344.3 feet B) 379.6 feet C) 470 feet D) 327.2 feet
Page 5
6) A painter needs to cover a triangular region 62 meters by 66 meters by 74 meters. A can of paint covers 70
square meters. How many cans will be needed?
A) 28 cans B) 317 cans C) 14 cans D) 3 cans
3 Use Heron's Formula to Find the Area of a Triangle

Use Heron's formula to find the area of the triangle. Round to the nearest square unit.
1) a = 17 yards, b = 20 yards, c = 13 yards
A) 110 square yards B) 113 square yards C) 116 square yards D) 119 square yards
2) a = 10 inches, b = 14 inches, c = 6 inches

A) 26 square inches B) 33 square inches C) 24 square inches D) 35 square inches
3) a = 10 meters, b = 14 meters, c = 6 meters

A) 23 square meters B) 12 square meters C) 46 square meters D) 48 square meters
6.3 Polar Coordinates

1 Plot Points in the Polar Coordinate System
Match the point in polar coordinates with either A, B, C, or D on the graph.

1) (4, 0)
5
A
D C
-5 5
B
-5
A) C B) D C) A D) B
Page 6
π
2) -2, -
2
5
D C
-5 5
-5
A) A B) D C) B D) C
Use a polar coordinate system to plot the point with the given polar coordinates.
3π
3) 4,
4
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 7
C) D)
5 5
-5 5 -5 5
-5 -5
-5π
4) -2,
4
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 8
C) D)
5 5
-5 5 -5 5
-5 -5
-5π
5) 2,
4
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 9
C) D)
5 5
-5 5 -5 5
-5 -5
5π
6) -4,
4
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 10
C) D)
5 5
-5 5 -5 5
-5 -5
7) (4, 315°)
5
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 11
C) D)
5 5
-5 5 -5 5
-5 -5
8) (-4, 405°)
5
-5 5
-5
A) B)
5 5
-5 5 -5 5
-5 -5
Page 12
C) D)
5 5
-5 5 -5 5
-5 -5
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
Solve the problem.

π
9) Plot the point 4, and find other polar coordinates (r, θ) of the point for which:
6
(a) r > 0, -2π ≤ θ < 0
(b) r < 0, 0 ≤ θ < 2π
(c) r > 0 2π ≤ θ < 4π
5
-5 5 r
-5
2 Find Multiple Sets of Polar Coordinates for a Given Point

Find another representation, (r, θ), for the point under the given conditions.
π
1) 1, , r > 0 and 2π < θ < 4π
3
7 5 4 2
A) 1, π B) 1, - π C) 1, π D) 1, - π
3 3 3 3
π
2) 6, , r < 0 and 0 < θ < 2π
3
4 2 7 5
A) -6, π B) -6, - π C) -6, π D) -6, - π
3 3 3 3
Page 13
π
3) 5, , r > 0 and -2π < θ < 0
6
11 13 5 7
A) 5, - π B) 5, π C) 5, - π D) 5, π
6 6 6 6
π
4) 3, , r < 0 and 2π < θ < 4π
4
13 11 9 5
A) -3, π B) -3, - π C) -3, π D) -3, π
4 4 4 4
Select the representation that does not change the location of the given point.
5) (9, 50°)
A) (9, 410)° B) (9, 230)° C) (-9, 410)° D) (-9, 140)°
6) (-4, 8π)
A) (4, 7π) B) (-4, 9π) C) (-4, 7π) D) (4, 6π)
3 Convert a Point from Polar to Rectangular Coordinates

Polar coordinates of a point are given. Find the rectangular coordinates of the point.
1) (-2, 180 °)
A) (2, 0) B) (0, 2) C) (-2, 0) D) (0 , -2)
2) (-4, -90°)
A) (0, 4) B) (4 , 0 ) C) (0, -4) D) (-4, 0)
3) (-7, 120°)
7 -7 3 7 -7 3 7 7 3 7 7 3
A) , B) - , C) , D) - ,
2 2 2 2 2 2 2 2
4) (-3, -135°)
3 2 3 2 3 2 -3 2 -3 2 -3 2 -3 2 3 2
A) , B) , C) , D) ,
2 2 2 2 2 2 2 2
5) (5 , -27°)
A) (4.5 , -2.3) B) (-2.3, 4.5) C) (-4.5, 2.3) D) (2.3 , -4.5)
2π
6) 7,
3
7 7 3 7 7 3 7 -7 3 7 -7 3
A) - , B) , C) - , D) ,
2 2 2 2 2 2 2 2
3π
7) 5,
4
-5 2 5 2 5 2 -5 2 5 2 5 2 -5 2 -5 2
A) , B) , C) , D) ,
2 2 2 2 2 2 2 2
Page 14
4π
8) 4.1,
9
A) (0.7, 4) B) (4, 0.7) C) (-0.7, -4) D) (-4, -0.7)
4 Convert a Point from Rectangular to Polar Coordinates

The rectangular coordinates of a point are given. Find polar coordinates of the point. Express θ in radians.
1) (11 , -11)
7π 7π 7π π
A) 11 2, B) 11 2, - C) 11, - D) 11,
4 4 4 4
2) (2, -2 3)
5π 5π 11π 11π
A) 4, B) 2, C) 4, D) 2,
3 3 6 6
3) (5 3, 5)
π π π π
A) 10, B) 5, C) 10, D) 5,
6 6 3 3
4) (-1, 0)
π 3π
A) (1, π) B) 1, C) (1, 0) D) 1,
2 2
5) (0, - 3)
A) (- 3, 90°) B) (- 3, 270°) C) (- 3, 180°) D) ( 3, 90°)
6) (-5 2, -5 2)
A) (10, 225°) B) (5 2, 225°) C) (5 2, 135°) D) (10, 135°)
7) (5, -5)
A) (-5 2, 135°) B) (-5 2, 225°) C) (-5 2, 45°) D) (5 2, 135°)
5 Convert an Equation from Rectangular to Polar Coordinates
Convert the rectangular equation to a polar equation that expresses r in terms of θ.

1) x = 4
4 4
A) r = B) r = C) cos θ = 4 D) r = 4
cos θ sin θ
2) y = 9
9 9
A) r = B) r = C) sin θ = 9 D) r = 9
sin θ cos θ
3) x2 + y 2 = 4
A) r = 2 B) r = 4
C) r(cos θ + sin θ) = 2 D) r(cos θ + sin θ) = 4
Page 15
4) 8x - 9y + 1 = 0
-1 -1
A) r = B) r =
(8 cos θ - 9 sin θ) (8 sin θ - 9 cos θ)
C) 8 cos θ - 9 sin θ = -1 D) 8 cos θ - 9 sin θ = 1
5) y 2 = 3x
A) r = 3 cot x cscx B) r = 9 cot x cscx
C) r2(cos θ + sin θ) = 3 D) r = 3 cot2 x
6) (x - 12)2 + y 2 = 144
A) r = 24 cos θ B) r = 24 sin θ C) r2 = 24 cos θ D) r = -24 sin θ + 144
6 Convert an Equation from Polar to Rectangular Coordinates
Convert the polar equation to a rectangular equation.

1) r = 7
A) x2 + y 2 = 49 B) x = 7 C) y 2 = 49 D) y = 7
2π
2) θ =
3
3
A) y = - 3x B) y = x C) y = - 3x2 D) x2 + y 2 = 1
3
3) r cos θ = 9
A) x = 9 B) x2 + y 2 = 9 C) y 2 = 9 D) y = 9
4) r = 8 csc θ
A) y = 8 B) x = 8 C) y 2 = 8 D) x2 + y 2 = 8
5) r = -2 cos θ
A) x + 1 2 + y 2 = 1 B) x = -2 C) x - 1 2 + y 2 = 4 D) x2 + y 2 = 2
6) r = 9 cos θ + 3 sin θ
A) x2 + y 2 = 9x + 3y B) x2 - y 2 = 9x + 3y C) x2 + y 2 = 3x + 9y D) 9x + 3y = 0
7) r2 sin 2θ = 8
A) xy = 4 B) xy = 8 C) y 2 = 8 D) x2 + y 2 = 8
Page 16
7 Solve Apps: Polar Coordinates
Solve the problem.

1) The wind is blowing at 10 knots. Sailboat racers look for a sailing angle to the 10-knot wind that produces
maximum sailing speed. In this application, (r, θ) describes the sailing speed r, in knots, at angle θ to the
10-knot wind. Four points in this 10-knot-wind situation are (6.9, 65°), (7.5, 85°), (7.6, 110°) and
(7.4, 130°). Based on theses points, which sailing angle to the 10-knot wind would you recommend to a
serious sailboat racer? What sailing speed is achieved at this angle?
A) 110°; 7.6 knots B) 130°; 7.4 knots C) 65°; 6.9 knots D) 85°; 7.5 knots
8 Tech: Polar Coordinates

Polar coordinates of a point are given. Use a graphing utility to find the rectangular coordinates of the point to two
decimal places.
2π
1) 2.1, -
9
A) (1.61 , -1.35) B) (-1.35, 1.61 ) C) (1.61 , 1.35) D) (1.35, 1.61)
4π
2) -3.7,
9
A) (-0.64, -3.64) B) (-3.64, -0.64) C) (0.64, 3.64) D) (3.64, 0.64)
Rectangular coordinates of a point are given. Use a graphing utility in radian mode to find polar coordinates of the
point.
3) (3, 4) Express θ to three decimal places.
A) (5, 0.927) B) (5, 0.644) C) (7, 0.644) D) (5, 0.848)
4) (-16, -12) Express θ to three decimal places.

A) (20, -2.498) B) (20, -2.214) C) (28, -2.214) D) (20, -5.356)
5) (3, 6) Express both r and θ to two decimal places.

A) (6.71, 1.11) B) (6.71, - 1.11) C) (6.71, - 4.25) D) (6.71, 4.25)
Convert the polar equation to a rectangular equation. Then determine the graph's slope and y-intercept.
π
1) r sin θ - =5
4
A) y = x + 5 2; slope: 1; y-intercept: 5 2 B) y = x - 5 2; slope: 1; y-intercept: - 5 2
C) y = -x - 5 2; slope: -1; y-intercept: - 5 2 D) y = -x + 5 2; slope: -1; y-intercept: 5 2
π
2) r cos θ + =1
6
A) y = x 3 - 2; slope: 3; y-intercept: -2 B) y = -x 3 - 2; slope: - 3; y-intercept: -2

C) y = x 3 + 2; slope: 3; y-intercept: 2 D) y = -x 3 + 2; slope: - 3; y-intercept: 2
Page 17
6.4 Graphs of Polar Equations
1 Use Point Plotting to Graph Polar Equations
The graph of a polar equation is given. Select the polar equation for the graph.
1)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = 3 B) r = 6 cos θ C) r = 6 sin θ D) r sin θ = 3
2)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = -4 sin θ B) r = -4 cos θ C) r = -2 D) r sin θ = -2
3)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = 4 cos θ B) r = 4 sin θ C) r = 2 D) r sin θ = 2
Page 18
4)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = 2 + sin θ B) r = 4 cos θ C) r = 4 sin θ D) r = 2 + cos θ
5)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = 4 + cos θ B) r = 8 cos θ C) r = 8 sin θ D) r = 4 + sin θ
6)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
A) r = 2 cos(2θ) B) r = 2 sin(2θ) C) r = 2 D) r = 2 + cos(2θ)
Page 19
2 Use Symmetry to Graph Polar Equations
Test the equation for symmetry with respect to the given axis, line, or pole.
1) r = -2 cos θ; the polar axis
A) has symmetry with respect to polar axis
B) may or may not have symmetry with respect to polar axis
π
2) r = -4 cos θ; the line θ =
2
π
A) may or may not have symmetry with respect to the line θ =
2
π
B) has symmetry with respect to the line θ =
2
3) r = -4 sin θ; the pole

A) may or may not have symmetry about the pole
B) has symmetry about the pole
4) r = 4 + 4 cos θ; polar axis

A) has symmetry with respect to the polar axis
B) may or may not have symmetry with respect to the polar axis
π
5) r = 4 + 4 cos θ; the line θ =
2
π
A) may or may not have symmetry with respect to the line θ =
2
π
B) has symmetry with respect to the line θ =
2
π
6) r = 6 + 2 sin θ; the line θ =
2
π
A) has symmetry with respect to the line θ =
2
π
B) may or may not have symmetry with respect to the line θ =
2
7) r = 6 + 2 cos θ; the pole

A) may or may not have symmetry about the pole
B) has symmetry about the pole
8) r = 3 - 6 sin θ; the polar axis

A) may or may not have symmetry with respect to the polar axis
B) has symmetry with respect to the polar axis
9) r2 = sin 2θ; the pole

A) has symmetry with respect to the pole
B) may or may not have symmetry with respect to the pole
Page 20
π
10) r = 3 sin 3θ; the line θ =
2
π
A) has symmetry with respect to the line θ =
2
π
B) may or may not have symmetry with respect to the line θ =
2
11) r cos θ = 4 ; the polar axis

A) has symmetry with respect to polar axis
B) may or may not have symmetry with respect to polar axis
Graph the polar equation.

12) r = 4 sin θ
6
5
4
3
2
1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2
-3
-4
-5
-6
A) B)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
C) D)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
Page 21
13) r = 4 cos θ
6
5
4
3
2
1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2
-3
-4
-5
-6
A) B)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
C) D)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
Page 22
14) r = 3 + sin θ
6
5
4
3
2
1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2
-3
-4
-5
-6
A) B)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
C) D)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
Page 23
15) r = 2 + 2cos θ
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5r
-1
-2
-3
-4
-5
A) B)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
C) D)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
Page 24
16) r = 2 - 2cos θ
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5r
-1
-2
-3
-4
-5
A) B)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
C) D)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
Page 25
17) r = 2 - cos θ
10
-10 -5 5 10 r
-5
-10
A) B)
10 10
5 5
-10 -5 5 10 r -10 -5 5 10 r
-5 -5
-10 -10
C) D)
10 10
5 5
-10 -5 5 10 r -10 -5 5 10 r
-5 -5
-10 -10
Page 26
18) r = 3 sin 2θ
6
5
4
3
2
1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2
-3
-4
-5
-6
A) B)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
C) D)
6 6
5 5
4 4
3 3
2 2
1 1
-6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 r
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
Page 27
19) r2 = 9 cos (2θ)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5r
-1
-2
-3
-4
-5
A) B)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
C) D)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
Page 28
20) r cos θ = 4
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5r
-1
-2
-3
-4
-5
A) B)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
C) D)
5 5
4 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 1 2 3 4 5r -5 -4 -3 -2 -1 1 2 3 4 5r
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
Page 29
3 Solve Apps: Graphs of Polar Equations
Solve the problem.

maximum sailing speed. This situation is now represented by the polar graph in the figure shown below.
Each point (r, θ) on the graph gives the sailing speed, r, in knots, at an angle θ to the 10-knot wind. What
is the speed to the nearest knot, of the sailboat sailing at 30° angle to the wind?
A) 3 knots B) 2 knots C) 4 knots D) 5 knots
maximum sailing speed. This situation is now represented by the polar graph in the figure shown below.
Each point (r, θ) on the graph gives the sailing speed, r, in knots, at an angle θ to the 10-knot wind. What
angle to the wind produces the maximum sailing speed? What is the speed to the nearest knot, of the
sailboat sailing at 90° angle to the wind?
A) 120°; 7 knots B) 90°; 7 knots C) 120°; 8 knots D) 90°; 5 knots
Page 30
4 Tech: Graphs of Polar Equations
Use a graphing utility to graph the polar equation.

1) r = cos 4θ
1
2
-1 1 r
-1 1
2 2
-1
2
-1
A) B)
1 1
1 1
2 2
-1 1 r -1 1 r
-1 1 -1 1
2 2 2 2
-1 -1
2 2
-1 -1
C) D)
1 1
1 1
2 2
-1 1 r -1 1 r
-1 1 -1 1
2 2 2 2
-1 -1
2 2
-1 -1
Page 31
π
2) r = 2 sin θ -
4
6
-6 -4 -2 2 4 6 r
-2
-4
-6
A) B)
6 6
4 4
2 2
-6 -4 -2 2 4 6 r -6 -4 -2 2 4 6 r
-2 -2
-4 -4
-6 -6
C) D)
6 6
4 4
2 2
-6 -4 -2 2 4 6 r -6 -4 -2 2 4 6 r
-2 -2
-4 -4
-6 -6
Page 32
1
3) r =
2 - 4 sin θ
r
-2 -1 1 2
-1
-2
A) B)
2 2
1 1
r r
-2 -1 1 2 -2 -1 1 2
-1 -1
-2 -2
C) D)
2 2
1 1
r r
-2 -1 1 2 -2 -1 1 2
-1 -1
-2 -2
Page 33
4) r = sin4 4θ + cos 3θ
r
-2 -1 1 2
-1
-2
A) B)
2 2
1 1
r r
-2 -1 1 2 -2 -1 1 2
-1 -1
-2 -2
C) D)
2 2
1 1
r r
-2 -1 1 2 -2 -1 1 2
-1 -1
-2 -2
3
5) r =
θ
Page 34
A) B)
4 4
2 2
-4 -2 2 4 r -4 -2 2 4 r
-2 -2
-4 -4
C) D)
8 8
4 4
-8 -4 4 8 r -8 -4 4 8 r
-4 -4
-8 -8
Page 35
Graph the polar equation.

1) r = 3 cos θ + 4 sin θ
-8 -4 4 8 r
-4
-8
A) B)
8 8
4 4
-8 -4 4 8 r -8 -4 4 8 r
-4 -4
-8 -8
C) D)
8 8
4 4
-8 -4 4 8 r -8 -4 4 8 r
-4 -4
-8 -8
Page 36
2) r = 3 - 4 sin 2θ
12
-12 -8 -4 4 8 12 r
-4
-8
-12
A) B)
12 12
8 8
4 4
-12 -8 -4 4 8 12 r -12 -8 -4 4 8 12 r
-4 -4
-8 -8
-12 -12
C) D)
12 12
8 8
4 4
-12 -8 -4 4 8 12 r -12 -8 -4 4 8 12 r
-4 -4
-8 -8
-12 -12
Page 37
3) r = 5 cos2 θ sin θ
-4 -2 2 4 r
-2
-4
A) B)
4 4
2 2
-4 -2 2 4 r -4 -2 2 4 r
-2 -2
-4 -4
C) D)
4 4
2 2
-4 -2 2 4 r -4 -2 2 4 r
-2 -2
-4 -4
Page 38
4) r = 3 sin2 θ cos θ
-4 -2 2 4 r
-2
-4
A) B)
4 4
2 2
-4 -2 2 4 r -4 -2 2 4 r
-2 -2
-4 -4
C) D)
4 4
2 2
-4 -2 2 4 r -4 -2 2 4 r
-2 -2
-4 -4
Page 39
6.5 Complex Numbers in Polar Form; DeMoivre's Theorem
1 Plot Complex Numbers in the Complex Plane
Plot the complex number.

1) 3 + 6i
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 40
2) 3i
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 41
3) 6
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 42
4) -2 + i
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 43
5) -6 - i
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 44
6) -6 3 - 6i
i
10
-10 -5 5 10 R
-5
-10
A) B)
i i
10 10
5 5
-10 -5 5 10 R -10 -5 5 10 R
-5 -5
-10 -10
C) D)
i i
10 10
5 5
-10 -5 5 10 R -10 -5 5 10 R
-5 -5
-10 -10
Page 45
7) 2 2 - 2 2i
i
10
-10 -5 5 10 R
-5
-10
A) B)
i i
10 10
5 5
-10 -5 5 10 R -10 -5 5 10 R
-5 -5
-10 -10
C) D)
i i
10 10
5 5
-10 -5 5 10 R -10 -5 5 10 R
-5 -5
-10 -10
Page 46
8) -3 + 6i
10 i
-10 -5 5 R
-5
-10
A) B)
i 10 i
10
5 5
-10 -5 5 R -10 -5 5 R
-5 -5
-10 -10
C) D)
10 i 10 i
5 5
-10 -5 5 R -10 -5 5 R
-5 -5
-10 -10
2 Find the Absolute Value of a Complex Number

Find the absolute value of the complex number.

1) z = 14i
A) 14 B) -14 C) 28 D) 0
2) z = -17
A) 17 B) -17 C) 34 D) 0
3) z = 14 - 11i
A) 317 B) 5 3 C) 3 D) 5
Page 47
4) z = 1 + 9i
A) 82 B) 4i 5 C) 2i 2 D) 10
3 Write Complex Numbers in Polar Form

Write the complex number in polar form. Express the argument in degrees.
1) 6
A) 6(cos 0° + i sin 0°) B) 6(cos 180° + i sin 180°)
C) 6(cos 90° + i sin 90°) D) 6(cos 270° + i sin 270°)
2) 6 i
3) 12 - 16i
A) 20(cos 306.9° + i sin 306.9°) B) 20(cos 126.9° + i sin 126.9°)
C) 20(cos 53.1° + i sin 53.1°) D) 20(cos 233.1° + i sin 233.1°)
Write the complex number in polar form. Express the argument in radians.
4) 2 - 2i
7π 7π 7π 7π
A) 2 2 cos + i sin B) 2 cos + i sin
4 4 4 4
5π 5π 5π 5π
C) 2 2 cos + i sin D) 2 cos + i sin
4 4 4 4
5) - 6 3 - 6i
7π 7π 13π 13π
A) 12 cos + i sin B) 6 3 cos + i sin
6 6 6 6
4π 4π 4π 4π
C) 12 cos + i sin D) 6 3 cos + i sin
3 3 3 3
6) - 5 + 5 3i
2π 2π 5π 5π
A) 10 cos + i sin B) 5 3 cos + i sin
3 3 6 6
5π 5π 2π 2π
C) 10 cos + i sin D) 5 3 cos + i sin
6 6 3 3
4 Convert a Complex Number from Polar to Rectangular Form

Write the complex number in rectangular form.

1) -5(cos 120° + i sin 120°)
5 -5 3 5 -5 3 5 5 3 5 5 3
A) + i B) - + i C) + i D) - + i
2 2 2 2 2 2 2 2
2) -3(cos 225° + i sin 225°)

3 2 3 2 3 2 -3 2 -3 2 -3 2 -3 2 3 2
A) + i B) + i C) + i D) + i
2 2 2 2 2 2 2 2
Page 48
3) 8(cos 44° + i sin 44°)
A) 5.8 + 5.6i B) 5.6 + 5.8i C) 2 + 2i D) -2 - 2i
4) 13.14(cos 258.3° + i sin 258.3°)

A) -2.7 - 12.9i B) -12.9 - 2.7i C) -0.7 - 3.5i D) 0.7 + 3.5i
2π 2π
5) 3 (cos + i sin )
3 3
3 3 3 3 -3 3 3 3 3 3 -3 3
A) - + i B) - + i C) + i D) + i
2 2 2 2 2 2 2 2
3π 3π
6) -9(cos + i sin )
4 4
9 2 -9 2 -9 2 9 2 -9 2 -9 2 9 2 9 2
A) + i B) + i C) + i D) + i
2 2 2 2 2 2 2 2
7) 3(cos π + i sin π)
A) -3 B) -3i C) 3 D) 3i
5 Find Products of Complex Numbers in Polar Form

Find the product of the complex numbers. Leave answer in polar form.
1) z1 = 5(cos 20° + i sin 20°)
z2 = 4(cos 10° + i sin 10°)
C) 9(cos 30° + i sin 30°) D) 9(-cos 200° - i sin 200°)
2) z1 = 5(cos 40° + i sin 40°)

z2 = 2(cos 8° + i sin 8°)
π π
3) z1 = 2 cos + i sin
3 3
π π
z2 = 5 cos + i sin
2 2
5π 5π π π
A) 10 cos + i sin B) 7 cos + i sin
6 6 6 6
5π 5π π π
C) 7 cos + i sin D) 10 cos + i sin
6 6 6 6
Page 49
π π
4) z1 = 8 cos + i sin
6 6
π π
z2 = 3 cos + i sin
2 2
2π 2π π π
A) 24 cos + i sin B) 11 cos + i sin
3 3 12 12
2π 2π 2π 2π
C) 24 sin + i cos D) 11 cos + i sin
3 3 3 3
7π 7π
5) z1 = 3 cos + i sin
4 4
9π 9π
z2 = 6 cos + i sin
4 4
A) 3 2(cos 0 + i sin 0) B) 3 2(sin 0 + i cos 0)
5π 5π 5π 5π
C) 3 2 cos + i sin D) 3 2 sin + i cos
4 4 4 4
3π 3π
6) z1 = 6 cos + i sin
2 2
5π 5π
z2 = 12 cos + i sin
6 6
π π π π π π π π
A) 72 cos + i sin B) 18 cos + i sin C) 72 cos - i sin D) 18 cos - i sin
3 3 3 3 3 3 3 3
7) z1 = 4i
z2 = -6 + 6i
5π 5π 5π 5π
A) 24 2 cos + i sin B) 24 2 sin + i cos
4 4 4 4
3π 3π 3π 3π
C) 24 2 cos + i sin D) 24 2 sin + i cos
8 8 8 8
8) z1 = 2 + 2i
z2 = 3 - i
π π 23π 23π
A) 4 2 cos + i sin B) 4 2 cos + i sin
12 12 12 12
π π 23π 23π
C) 4 cos + i sin D) 4 cos + i sin
12 12 12 12
Page 50
6 Find Quotients of Complex Numbers in Polar Form
z1
Find the quotient of the complex numbers. Leave answer in polar form.
z2
1) z1 = 32(cos 30° + i sin 30°)
z2 = 4(cos 18° + i sin 18°)
5 5
C) 28 cos ° + i sin ° D) 28(cos 12° - i sin 12°)
3 3
2) z1 = 5(cos 200° + i sin 200°)

z2 = 4(cos 50° + i sin 50°)
5 5
A) (cos 150° + i sin 150°) B) (cos 250° + i sin 250°)
4 4
5 5
C) (cos 150° - i sin 150°) D) (sin 150° + i cos 150°)
4 4
1 2π 2π
3) z1 = cos + i sin
4 3 3
1 π π
z2 = cos + i sin
5 4 4
5 5π 5π 1 11π 11π
A) cos + i sin B) cos + i sin
4 12 12 20 12 12
5 8 8 4 5π 5π
C) cos + i sin D) cos - + i sin -
4 3 3 5 12 12
π π
4) z1 = 8 cos + i sin
2 2
π π
z2 = 3 cos + i sin
6 6
8 π π 8 2π 2π
3 3 3 3 3 3
8 π π 8 π π
C) cos - i sin D) sin + i cos
3 3 3 3 3 3
7π 7π
5) z1 = 3 cos + i sin
4 4
9π 9π
z2 = 6 cos + i sin
4 4
2 3π 3π 2 3π 3π
A) cos + i sin B) cos - i sin
2 2 2 2 2 2
2 3π 3π 2 π π
C) sin + i cos D) cos + i sin
2 2 2 2 2 2
Page 51
3π 3π
6) z1 = 6 cos + i sin
2 2
5π 5π
z2 = 12 cos + i sin
6 6
1 2π 2π 1 2π 2π
A) cos + i sin B) cos - i sin
2 3 3 2 3 3
1 4π 4π 1 4π 4π
C) cos - i sin D) cos + i sin
2 3 3 2 3 3
7) z1 = 4i
z2 = -6 + 6i
2 7π 7π 2 π π
3 4 4 3 4 4
2 7π 7π 2 π π
C) cos - i sin D) cos - i sin
3 4 4 3 4 4
7 Find Powers of Complex Numbers in Polar Form

Use DeMoivre's Theorem to find the indicated power of the complex number. Write the answer in rectangular form.
1) (cos 30° + i sin 30°)6
A) -1 B) 1 C) i D) -i
2) 2(cos 15° + i sin 15°) 4

A) 8 + 8 3i B) 8 + 8i C) 8 3 + 8i D) 16i
7π 7π 5
3) 2 2 (cos + i sin )
4 4
A) -128 + 128i B) -64 + 64i C) - 2 + 2i D) -64 2 + 64 2i
3π 3π 3
4) 10 (cos + i sin )
4 4
A) -500 2 + 500 2i B) 50 2 + 50 2i C) 15 2 + 15 2i D) 5 2 + 5 2i
5) (-2 + 2i 3)3
A) 64 B) 8 C) -2 + 2i 3 D) 8 + 6i 3
6) (1 - i)10
A) -32i B) 32 C) 32 - 32i D) -32 + 32i
7) (1 + i)20
A) -1024 B) 1024i C) -1024i D) 1024
8) (- 3 + i)6
A) -64 B) 64i C) -64 3 + 64i D) 64 - 64 3i
Page 52
8 Find Roots of Complex Numbers in Polar Form
Find all the complex roots. Write the answer in the indicated form.
1) The complex square roots of 144(cos 210° + i sin 210°) (polar form)
A) 12(cos 105° + i sin 105°), 12(cos 285° + i sin 285°)
B) 12(cos 210° + i sin 210°), 12(cos 195° + i sin 195°)
C) 12(cos 105° + i sin 105°), 195(cos 285° + i sin 285°)
D) 12(cos 210° + i sin 210°), -12(cos 195° + i sin 195°)
2) The complex cube roots of 8(cos 198° + i sin 198°) (polar form)
A) 2(cos 66° + i sin 66°), 2(cos186° + i sin 186°), 2(cos 306° + i sin 306°)
B) 2(cos 66° + i sin 66°), 2(cos 106° + i sin 106°), 2(cos 146° + i sin 146°)
C) -2(cos 66° + i sin 66°), 2(cos 186° + i sin 186°), -2(cos 306° + i sin 306°)
D) -2(cos 66° + i sin 66°), 2(cos 106° + i sin 106°), -2(cos 146° + i sin 146°)
2π 2π
3) The complex square roots of 2 (cos + i sin ) (rectangular form)
3 3
2 6 2 6 2 6 2 6
A) + i, - - i B) - i, - + i
2 2 2 2 2 2 2 2
C) 6 + 2i, - 6 - 2i D) 6 - 2i, -6 - 2i
4) The complex cube roots of 8 (rectangular form)

A) 2, -1 + 3i, -1 - 3i B) 2, 1 + 3i, 1 - 3i
C) 2, 1 + 3i, -1 - 3i D) 2, -1 - 3i, 1 - 3i
5) The complex cube roots of -8 (rectangular form)

A) -2, 1 + 3i, 1 - 3i B) -2, -1 + 3i, -1 - 3i
C) -2, 1 + 3i, -1 - 3i D) -2, -1 - 3i, 1 - 3i
6) The complex cube roots of 8i (rectangular form)

A) -2i, 3 + i, - 3 + i B) -2i, - 3 - i, 3 - i C) 2i, 3 - i, - 3 - i D) 2i, 3 + i, - 3 + i
7) The complex cube roots of -8i (rectangular form)

A) 2i, - 3 - i, 3 - i B) 2i, - 3 + i, - 3 + i
C) -2i, 3 - i, 3 - i D) -2i, 3 + i, 3 + i
8) The complex square roots of i (rectangular form)

2 2 2 2 2 2 2 2
A) + i, - - i B) - i, - + i
2 2 2 2 2 2 2 2
C) -1, 1 D) -i, i
9) The complex fourth roots of -16 (rectangular form)

A) 2 + 2i, 2 - 2i, - 2 + 2i, - 2 - 2i
B) 1 + i, 1 - i, -1 + i, -1 - i
C) 2 + i, 2 - i, -2 + i, -2 - i
D) 8 2 + 8 2i, 8 2 - 8 2i, -8 2 + 8 2i, -8 2 - 8 2i
Page 53
10) The complex square roots of 4 + 4 3i (rectangular form)
A) 6 + 2i, - 6 - 2i B) 6 - 2i, - 6 + 2i
2 6 2 6
C) + i, - - i D) - 6 - 2i, 6 - 2i
2 2 2 2
9 Solve Apps: Complex Numbers

Use the result eiθ = cos θ + i sin θ to plot the complex number.
1) 2e(πi)/2
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Page 54
2) 4e(πi)/2
i
6
-6 -4 -2 2 4 6 R
-2
-4
-6
A) B)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
C) D)
i i
6 6
4 4
2 2
-6 -4 -2 2 4 6 R -6 -4 -2 2 4 6 R
-2 -2
-4 -4
-6 -6
Solve the equation in the complex number system.

1) x3 - 1 = 0
1 3 1 3 1 3 1 3
A) 1, - + i, - - i B) 1, + i, - + i
2 2 2 2 2 2 2 2
1 3 1 3
C) 1, - i, - - i D) -1, 1
2 2 2 2
Page 55
2) x5 - 1 = 0
A) 1, cos(72°)+ i sin(72°), cos(144°) + i sin(144°), cos(216°) + i sin(216°), cos(288°) + i sin(288°)
B) -1, cos(72°)+ i sin(72°), cos(144°) + i sin(144°), cos(216°) + i sin(216°), cos(288°) + i sin(288°)
C) 1, cos(72°) + i sin(72°), cos(144°) + i sin(144°), cos(216°) + i sin(216°),-1
D) 1, cos(36°) + i sin(36°), cos(108°) + i sin(108°), cos(180°)+ i sin(180°), cos(252°) + i sin(252°)
3) x7 - 1 = 0
A) 1, cos(51.4°) + i sin(51.4°), cos(102.9°) + i sin(102.9°), cos(154.3°) + i sin(154.3°), cos(205.7°) + i
sin(205.7°), cos(257.1°) + i sin(257.1°), cos(308.6°) + i sin(308.6°)
B) 1, cos(25.7°) + i sin(25.7°), cos(51.4°) + i sin(51.4°), cos(77.1°) + i sin(77.1°), cos(102.9°) + i sin(102.9°),
cos(128.6°) + i sin(128.6°), cos(154.3°) + i sin(154.3°)
C) 1, cos(51.4°) + i sin(51.4°), cos(102.9°) + i sin(102.9°), cos(154.3°) + i sin(154.3°), cos(205.7°) + i
sin(205.7°), cos(257.1°) + i sin(257.1°), cos(308.6°) + i sin(308.6°), -1
D) -1, cos(25.7°) + i sin(25.7°), cos(51.4°) + i sin(51.4°), cos(77.1°) + i sin(77.1°), cos(102.9°) + i sin(102.9°),
cos(128.6°) + i sin(128.6°), cos(154.3°) + i sin(154.3°)
4) x3 = -64i
A) 4(cos 90° + i sin 90°), 4(cos 210° + i sin 210°), 4(cos 330° + i sin 330°)
B) 4(cos 210° + i sin 210°), 4(cos 270° + i sin 270°), 4(cos 330° + i sin 330°)
C) 4(cos 30° + i sin 30°), 4(cos 60° + i sin 60°), 4(cos 90° + i sin 90°)
D) 4(cos90° + i sin 90°), 4(cos 180° + i sin180°), 4(cos 270° + i sin 270°)
5) x3 - 64i = 0
A) 4(cos 30° + i sin 30°), 4(cos 150° + i sin 150°), 4(cos 270° + i sin 270°)
B) 4(cos 0° + i sin 0°), 4(cos 120° + i sin 120°), 4(cos 240 + i sin 240°)
C) 4(cos 60° + i sin 60°), 4(cos 180° + i sin 180°), 4(cos 300° + i sin 300°)
D) 1, -1, -i
6) x3 - (-6 3 + 6i) = 0
3 3 3
A) 12(cos 50° + i sin 50°), 12 (cos 170° + i sin 170°), 12 (cos 290° + i sin 290°)
3 3 3
B) 6 (cos 70° + i sin 70°), 6 (cos 190° + i sin 190°), 6 (cos 310° + i sin 310°)
3 3 3
C) 12 (cos 50° + i sin 50°), 12 (cos 170° + i sin 170°), 12 (cos 270° + i sin 270°)
D) 6 (cos 70° + i sin 70°), 6(cos 190° + i sin 190°), 6 (cos 310° + i sin 310°)
6.6 Vectors
1 Use Magnitude and Direction to Show Vectors are Equal
Solve the problem.

1) Let vector u have initial point P1 = (0, 2) and terminal point P2 = (-5, 4). Let vector v have initial point
Q1 = (3, 0) and terminal point Q2 = (-2, 2). u and v have the same direction. Find u and v . Is u = v?
A) u = 29, v = 29; yes B) u = 29, v = 29; no
C) u = 7, v = 7; yes D) u = 7, v = 7; no
Page 56
2 Visualize Scalar Multiplication, Vector Addition, and Vector Subtraction as Geometric Vectors
Use the vectors v, u, w, and z to draw the indicated vector.
1) 3w
A) B)
C) D)
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2) -2v
A) B)
C) D)
1
3) - u
2
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A) B)
C) D)
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4) u + z
A) B)
C) D)
Page 60
5) v - w
A) B)
C) D)
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6) z - v
A) B)
C) D)
Page 62
3 Represent Vectors in the Rectangular Coordinate System
Sketch the vector as a position vector and find its magnitude.

1) v = 9i + 12j
y
12
-12 -8 -4 4 8 12 x
-4
-8
-12
A) v = 15 B) v = 225
y y
12 12
8 8
4 4
-12 -8 -4 4 8 12 x -12 -8 -4 4 8 12 x
-4 -4
-8 -8
-12 -12
C) v = 21 D) v = 15
y y
12 12
8 8
4 4
-12 -8 -4 4 8 12 x -12 -8 -4 4 8 12 x
-4 -4
-8 -8
-12 -12
Page 63
2) v = -5i + 3j
y
6
-6 -4 -2 2 4 6 x
-2
-4
-6
A) v = 34 B) v = 2 2
y y
6 6
4 4
2 2
-6 -4 -2 2 4 6 x -6 -4 -2 2 4 6 x
-2 -2
-4 -4
-6 -6
C) v = 8 D) v = -2
y y
6 6
4 4
2 2
-6 -4 -2 2 4 6 x -6 -4 -2 2 4 6 x
-2 -2
-4 -4
-6 -6
Page 64
3) v = 3i - 4j
y
6
-6 -4 -2 2 4 6 x
-2
-4
-6
A) v = 5 B) v = 7
y y
6 6
4 4
2 2
-6 -4 -2 2 4 6 x -6 -4 -2 2 4 6 x
-2 -2
-4 -4
-6 -6
C) v = 7 D) v = -1
y y
6 6
4 4
2 2
-6 -4 -2 2 4 6 x -6 -4 -2 2 4 6 x
-2 -2
-4 -4
-6 -6
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4) v = -i - j
y
-2 -1 1 2 x
-1
-2
A) v = 2 B) v = 2
y y
2 2
1 1
-2 -1 1 2 x -2 -1 1 2 x
-1 -1
-2 -2
C) v = 0 D) v = 1
y y
2 2
1 1
-2 -1 1 2 x -2 -1 1 2 x
-1 -1
-2 -2
Let v be the vector from initial point P1 to terminal point P2. Write v in terms of i and j.
5) P1 = (-4, -3); P2 = (5, 3)
A) v = 9i + 6j B) v = 6i + 9j C) v = 8i + 7j D) v = 7i + 8j
6) P1 = (0, 0); P2 = (-5, 3)

A) v = -5i + 3j B) v = 3 i + 3j C) v = 5 i - 3j D) v = -3i + 5j
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7) P1 = (6, 3); P2 = (-2, -2)
A) v = -8i - 5j B) v = -5i - 8j C) v = 8i + 5j D) v = 5i + 8j
8) P1 = (5, 1); P2 = (-3, 1)

A) v = -8i B) v = - 8j C) v = 8i D) v = 8j
4 Perform Operations with Vectors in Terms of i and j

Find the specified vector or scalar.

1) u = 12i - 3j, v = -3i + 8j; Find u + v.
A) 9i + 5j B) 8i + 5j C) 15i + 8j D) -15i + 5j
2) u = 3 i - 2j, v = -9i + 7j; Find u - v.

A) 12 i - 9j B) -6i + 5j C) 11 i + 5j D) 10 i + 5j
3) v = 6i + 2j; Find 4v.

A) 24i + 8j B) 24i + 2j C) 10i + 6j D) 10i + 2j
4) v = -7i + 3j; Find 10v .

A) 10 58 B) 20 10 C) 20i 10 D) -10 58
5) u = -8i + 1j and v = 10i + 1j; Find u + v .

A) 2 2 B) 18 C) 166 D) 5 5
6) u = -5i + 2j and v = 10i + 23j; Find v - u .

A) 3 74 B) 4 74 C) 3 75 D) 74
5 Find the Unit Vector in the Direction of v

Find the unit vector that has the same direction as the vector v.
1) v = 8i
1
A) u = i B) u = 8i C) u = 64i D) u = i
8
2) v = -7j
1
A) u = -j B) u = -7j C) u = 49j D) u = - j
7
3) v = -4i - 3j
4 3 3 4 5 5
A) u = - i - j B) u = -20i - 15j C) u = i + j D) u = - i- j
5 5 5 5 4 3
4) v = 5i + 12j
5 12 12 5 13 13
A) u = i + j B) u = 65i + 156j C) u = - i- j D) u = i+ j
13 13 13 13 5 12
Page 67
5) v = -3i + j
-3 1 -3 1 10
A) u = i+ j B) u = -3 10i + 10j C) u = i+ j D) u = i + 10j
10 10 11 11 -3
6 Write a Vector in Terms of Its Magnitude and Direction

Write the vector v in terms of i and j whose magnitude v and direction angle θ are given.
1) v = 10, θ = 120°
A) v = -5i + 5 3j B) v = 5 3i - 5j C) v = -5 2i + 5 2j D) v = 5i - 5 3j
2) v = 7, θ = 225°
7 2 7 2 7 3 7 7 7 3 7 2 7 2
A) v = - i- j B) v = - i- j C) v = - i- j D) v = i+ j
2 2 2 2 2 2 2 2
3) v = 8, θ = 30°
A) v = 4 3i + 4j B) v = 4i + 4 3j C) v = 4 2i + 4 2j D) v = -4 3i + 4j
4) v = 6, θ = 270°
2 2
A) v = -6j B) v = -6i C) v = 6 i- j D) v = -6i - 6j
2 2
5) v = 6, θ = 180°
A) v = -6i B) v = -6j C) v = 6j D) v = -6i - 6j
7 Solve Applied Problems Involving Vectors

Solve the problem.

1) A child throws a ball with a speed of 5 feet per second at an angle of 54° with the horizontal. Express the
vector described in terms of i and j. If exact values are not possible, round components to 3 decimals.
A) 2.939i + 4.045j B) 4.045i + 2.939j C) -2.939i + 4.045j D) 4.045i - 2.939j
2) The magnitude and direction of two forces acting on an object are 35 pounds, N45°E, and 55 pounds,
S30°E, respectively. Find the magnitude, to the nearest hundredth of a pound, and the direction angle, to
the nearest tenth of a degree, of the resultant force.
A) F = 57.04; θ = -23.6° B) F = 65.19; θ = -7.5°
C) F = 43.30; θ = 2.7° D) F = 49.17; θ = -11.3°
3) Two forces, F 1 and F 2, of magnitude 60 and 70 pounds, respectively, act on an object. The direction of F 1
is N40°E and the direction of F 2 is N40°W. Find the magnitude and the direction angle of the resultant
force. Express the direction angle to the nearest tenth of a degree.
A) F = 99.37; θ = 93.7° B) F = 92.20; θ = 89.4°
C) F = 92.20; θ = 80° D) F = 94.63; θ = 87.2°
4) One rope pulls a barge directly east with a force of 67 newtons, and another rope pulls the barge directly
north with a force of 54 newtons. Find the magnitude of the resultant force acting on the barge.
A) 86 newtons B) 121 newtons C) 3618 newtons D) 13 newtons
Page 68
5) An aircraft going from Atlanta to Savannah on a heading of 105° (from north) is travelling at a speed of
530 miles per hour. The wind is out of the north at a speed of 23 miles per hour. Find the actual speed and
direction of the aircraft.
A) 536 miles per hour; 107° from north B) 525 miles per hour; 107° from north
C) 528 miles per hour; 107° from north D) 746 miles per hour; 107° from north
6) A power boat in still water maintains a speed of 45 miles per hour. The boat heads directly across a river
perpendicular to the current which has a speed of 8 miles per hour. Find the actual speed and direction of
the boat.
A) 46 miles per hour; 10° off course B) 45 miles per hour; 10° off course
C) 22 miles per hour; 21° off course D) 17 miles per hour; 28° off course
Perform the indicated operation.

1) u = 2i + j, v = -7i - 3j, w = i - 8j; Find v - (u - w).
A) -8i - 12j B) -10i + 4j C) -8i + 12j D) -4i - 10j
Find the magnitude v and direction angle θ, to the nearest tenth of a degree, for the given vector v.
2) v = -3i - 4j
A) 5; 233.1° B) 5; 53.1° C) 5; 216.9° D) 7; 233.1°
3) v = -5i + 12j
A) 13; 112.6° B) 13; 67.4° C) 15; 112.6° D) 13; 157.4°
6.7 The Dot Product

1 Find the Dot Product of Two Vectors
Use the given vectors to find the specified scalar.

1) u = 13 i - 13j and v = -15i + 4j; Find u · v.
A) -247 B) -143 C) -195 D) -52
2) u = -14i + 5j and v = 10i - 8j; Find u · v.

A) -180 B) -100 C) -140 D) -40
3) v = -6i - 10j; Find v · v.

A) 136 B) 256 C) 120 D) 3600
4) u = 9i - 6j, v = -8i - 9j, w = -10i + 5j; Find u · (v + w).

A) -138 B) 72 C) -18 D) -120
5) u = -5i + 3j, v = 6i - 6j, w = -3i + 12j; Find u · w + v · w.

A) -39 B) -34 C) -43 D) -32
6) u = -6i - 3j, v = 6i + 4j; Find (-2u) · v.

A) 96 B) 84 C) 38 D) -2
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2 Find the Angle Between Two Vectors
Find the angle between the given vectors. Round to the nearest tenth of a degree.
1) u = -3i + 4j, v = 7i + 5j
A) 125.5° B) 135.5° C) 62.8° D) 52.8°
2) u = i - j, v = 4i + 6j
A) 101.3° B) 11.3° C) 106.1° D) -11.3°
3) u = -i + 3j, v = 4i - 2j
A) 135° B) 0.7° C) 83.6° D) 45°
4) u = 2j, v = 9i - 4j
A) 114° B) -24° C) 144.3° D) 78.3°
3 Use the Dot Product to Determine if Two Vectors are Orthogonal

Use the dot product to determine whether the vectors are parallel, orthogonal, or neither.
1) v = 4i + j, w = i - 4j
A) orthogonal B) parallel C) neither
2) v = 3i + 2j, w = 2i - 3j
3) v = 4i - j, w = 8i - 2j
A) parallel B) orthogonal C) neither
4) v = 2i + 4j, w = 4i + 8j
5) v = 3i + 4j, w = 3i - 2j
6) v = i + 2j, w = i - 3j
7) v = 4i, w = -3i
8) v = 2j, w = 4i
4 Find the Projection of a Vector onto Another Vector
Find projwv.
1) v = i - 3j; w = 5i + 12j
155 372 155 372 31 186 31 93
A) - i- j B) - i- j C) - i- j D) - i+ j
169 169 13 13 2 5 10 10
Page 70
2) v = 2i + 3j; w = 8i - 6j
1 8 4 4
A) - (4i - 3j) B) - (i - 6j) C) - (i - 3j) D) - (i - 6j)
25 5 13 325
3) v = 3i + 2j; w = -3i + j
7 1 7 27
A) - (-3i + j) B) (-3i + j) C) - (-3i + j) D) (-3i + j)
10 10 9 10
5 Express a Vector as the Sum of Two Orthogonal Vectors
Decompose v into two vectors v1 and v2, where v1 is parallel to w and v2 is orthogonal to w.
1) v = i + 9j, w = i + j
11 9 7
A) v1 = 5(i + j), v2 = -4i + 4j B) v1 = (i + j), v2 = - i + j
2 2 2
C) v1 = 5(i + j), v2 = 4i - 4j D) v1 = 10(i + j), v2 = -8i + 8j
2) v = i + 4j, w = -3i + j
1 13 39 1 9 39
A) v1 = (-3i + j), v2 = i + j B) v1 = (-3i + j), v2 = i + j
10 10 10 10 10 10
1 4 35 1 11 47
C) v1 = (-3i + j), v2 = i + j D) v1 = (-3i + j), v2 = - i + j
9 3 9 10 10 10
3) v = -2i - 3j, w = -2i + j

1 8 16 1 11
A) v1 = (-2i + j), v2 = - i - j B) v1 = (-2i + j), v2 = - i - 2j
5 5 5 5 5
1 3 13 1 4 22
C) v1 = (-2i + j), v2 = - i - j D) v1 = (-2i + j), v2 = i - j
4 2 4 5 5 5
4) v = 3 i + 2j, w = 3 i + j
11 3 9 11 23 13
A) v1 = (3i + j), v2 = - i + j B) v1 = (3i + j), v2 = i + j
10 10 10 10 10 10
11 2 11 11 9 13
C) v1 = (3i + j), v2 = i + j D) v1 = (3i + j), v2 = i + j
9 3 9 10 10 10
6 Compute Work
Solve the problem.

1) A person is pulling a freight cart with a force of 49 pounds. How much work is done in moving the cart 30
feet if the cart's handle makes an angle of 32° with the ground?
A) 1246.6 ft-lb B) 779 ft-lb C) 77.9 ft-lb D) 1309.8 ft-lb
2) Find the work done by a force of 2 pounds acting in the direction of 35° to the horizontal in moving an
object 10 feet from (0, 0) to (10, 0).
A) 16.4 ft-lb B) 11.5 ft-lb C) 32.8 ft-lb D) 17.3 ft-lb
Page 71
3) A force is given by the vector F = 4i + 2j. The force moves an object along a straight line from the point
(10, 5) to the point (12, 14). Find the work done if the distance is measured in feet and the force is
measured in pounds.
A) 26 ft-lb B) -10 ft-lb C) -26 ft-lb D) 40 ft-lb
4) A force of 5 pounds acts in the direction of 5° to the horizontal. The force moves an object along a straight
line from the point (5, 4) to the point (18, 13), with distance measured in feet. Find the work done by the
force. Round the answer to one decimal place, if necessary.
A) 78.8 ft-lb B) 79.1 ft-lb C) 15.8 ft-lb D) 109.6 ft-lb
Page 72
Ch. 6 Additional Topics in Trigonometry
Answer Key
6.1 The Law of Sines
1 Use the Law of Sines to Solve Oblique Triangles
1) A
2) A
3) A
4) A
5) A
6) A
2 Use the Law of Sines to Solve, if Possible, the Triangle or Triangles in the Ambiguous Case
1) A
2) A
3) A
4) A
5) A
6) A
7) A
3 Find the Area of an Oblique Triangle Using the Sine Function
1) A
2) A
3) A
4) A
4 Solve Applied Problems Using the Law of Sines
1) A
2) A
3) A
4) A
1) A
2) A
6.2 The Law of Cosines
1 Use the Law of Cosines to Solve Oblique Triangles
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
9) A
10) A
2 Solve Applied Problems Using the Law of Cosines
1) A
2) A
3) A
4) A
5) A
6) A
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3 Use Heron's Formula to Find the Area of a Triangle
1) A
2) A
3) A
6.3 Polar Coordinates
1 Plot Points in the Polar Coordinate System
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
9)
5
4
3
2
1
-5 -4 -3 -2 -1 1 2 3 4 5 r
-1
-2
-3
-4
-5
11π
(a) (4, - )
6
7π
(b) (-4, )
6
13π
(c) (4, )
6
2 Find Multiple Sets of Polar Coordinates for a Given Point

1) A
2) A
3) A
4) A
5) A
6) A
3 Convert a Point from Polar to Rectangular Coordinates
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
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4 Convert a Point from Rectangular to Polar Coordinates
1) A
2) A
3) A
4) A
5) A
6) A
7) A
5 Convert an Equation from Rectangular to Polar Coordinates
1) A
2) A
3) A
4) A
5) A
6) A
6 Convert an Equation from Polar to Rectangular Coordinates
1) A
2) A
3) A
4) A
5) A
6) A
7) A
7 Solve Apps: Polar Coordinates
1) A
8 Tech: Polar Coordinates
1) A
2) A
3) A
4) A
5) A
1) A
2) A
6.4 Graphs of Polar Equations
1 Use Point Plotting to Graph Polar Equations
1) A
2) A
3) A
4) A
5) A
6) A
2 Use Symmetry to Graph Polar Equations
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
9) A
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10) A
11) A
12) A
13) A
14) A
15) A
16) A
17) A
18) A
19) A
20) A
3 Solve Apps: Graphs of Polar Equations
1) A
2) A
4 Tech: Graphs of Polar Equations
1) A
2) A
3) A
4) A
5) A
1) A
2) A
3) A
4) A
6.5 Complex Numbers in Polar Form; DeMoivre's Theorem
1 Plot Complex Numbers in the Complex Plane
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
2 Find the Absolute Value of a Complex Number
1) A
2) A
3) A
4) A
3 Write Complex Numbers in Polar Form
1) A
2) A
3) A
4) A
5) A
6) A
4 Convert a Complex Number from Polar to Rectangular Form
1) A
2) A
3) A
4) A
Page 76
5) A
6) A
7) A
5 Find Products of Complex Numbers in Polar Form
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
6 Find Quotients of Complex Numbers in Polar Form
1) A
2) A
3) A
4) A
5) A
6) A
7) A
7 Find Powers of Complex Numbers in Polar Form
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
8 Find Roots of Complex Numbers in Polar Form
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
9) A
10) A
9 Solve Apps: Complex Numbers
1) A
2) A
1) A
2) A
3) A
4) A
5) A
6) A
Page 77
6.6 Vectors
1 Use Magnitude and Direction to Show Vectors are Equal
1) A
2 Visualize Scalar Multiplication, Vector Addition, and Vector Subtraction as Geometric Vectors
1) A
2) A
3) A
4) A
5) A
6) A
3 Represent Vectors in the Rectangular Coordinate System
1) A
2) A
3) A
4) A
5) A
6) A
7) A
8) A
4 Perform Operations with Vectors in Terms of i and j
1) A
2) A
3) A
4) A
5) A
6) A
5 Find the Unit Vector in the Direction of v
1) A
2) A
3) A
4) A
5) A
6 Write a Vector in Terms of Its Magnitude and Direction
1) A
2) A
3) A
4) A
5) A
7 Solve Applied Problems Involving Vectors
1) A
2) A
3) A
4) A
5) A
6) A
1) A
2) A
3) A
6.7 The Dot Product
1 Find the Dot Product of Two Vectors
1) A
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2) A
3) A
4) A
5) A
6) A
2 Find the Angle Between Two Vectors
1) A
2) A
3) A
4) A
3 Use the Dot Product to Determine if Two Vectors are Orthogonal
1) A
2) A
3) A
4) A
5) C
6) C
7) A
8) A
4 Find the Projection of a Vector onto Another Vector
1) A
2) A
3) A
5 Express a Vector as the Sum of Two Orthogonal Vectors
1) A
2) A
3) A
4) A
6 Compute Work
1) A
2) A
3) A
4) A
Page 79
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certain restrictions upon the consumption of food, the use of coal,
and the manufacture of luxuries. This it did under its constitutional
authority “to raise and support armies”. The Espionage and
Congress also passed the Espionage and Sedition Acts.
Sedition Acts which provided penalties for making or circulating false
statements with intent to injure the United States or using “abusive
language about the government or institutions of the country”. By
these laws, in brief, it was made a crime to favor the cause of the
enemy by any word or act. In some quarters this legislation was
regarded as an unwarranted interference with freedom of speech but
on the whole it was a justifiable war-time precaution. Those who
found their personal freedom restricted by the Espionage and
Sedition Acts suffered very little hardship compared with that borne
by the soldiers and sailors who went into active service.
Freedom of Speech in War-Time.—During There can be no
the World War there was considerable complaint absolute freedom of
in some quarters because the national speech at any time.
government placed certain limitations upon freedom of speech, and
a good deal of discussion arose as to what freedom of speech really
means. The issue is one which cannot be argued in general terms,
for it is not a question of principle but of practical policy. On the one
hand it is generally agreed that men ought to have all reasonable
liberty to express their own thoughts in their own way; on the other
hand it is just as fully agreed that people must not be allowed to go
about preaching treason, uttering slanders, and by word of mouth
infringing the rights of others. The question, then, is not whether we
should grant freedom of speech or deny it; but how much of it we
should grant or deny.
In a democracy the presumption should be in But the presumption
favor of freedom. It should be curtailed no should be in favor
further than is clearly demanded by the general of free speech.
interest. Just where that point comes is something that cannot be
fixed by any general rule. In time of peace, for example, we may
safely permit a greater freedom of speech than in time of war. We
may rightly allow a citizen, whose loyalty is not in doubt, a greater
latitude than a foreigner who professes his hatred of the United
States. The problem is an exceedingly difficult one and the courts
may at times do injustice in dealing with outspoken persons; but the
nation in its sober senses is not likely to let the fundamental right of
free speech be permanently restricted beyond a reasonable point.[282]
Mobilizing the Economic Forces.—In order The various war
to ensure victory it also becomes necessary to boards, 1917-1918.
mobilize all the economic forces of a country, the industries, the
means of transport, and even the professional skill. During the years
1917-18 the government of the United States established a War
Industries Board whose function it was to supervise and speed up
industrial production; likewise a Food Administration, a Fuel
Administration, a War Labor Board, a Censorship Board, a
Committee on Public Information, a War Finance Corporation, an
Alien Property Custodian, and various other war-time authorities with
duties which are in a general way indicated by their titles. Both the
work and the authority of a government enlarge under the stress of
war.
PRICES IN THE UNITED STATES

FROM
1810 TO 1920
(Prices in 1914 = 100)
Retail prices are based on wholesale prices.
Three times have wholesale prices in America
risen to more than double the normal.
1. During the war of 1812, which was in reality the country’s
participation in the Napoleonic wars—one of the great
world wars.
2. During the Civil War, in 1861-65, a long and costly
struggle.
3. During the recent World War.
Not less notable than the great rise of prices
during these great wars has been the long and
continued fall of prices extending over a generation
of time which followed the great rise.
THE RISE OF PRICES IN WAR TIME

The diagram on the reverse of this page
illustrates the way in which war disturbs a
nation’s economic life. It sends prices sky-high
by reason of the monetary inflation which almost
invariably accompanies war. This rapid rise in
prices causes industries to expand. Wages rise
with prices, and for the moment we have an era
of prosperity or “good times” as it is usually
called. But when the stimulus of war inflation is
removed, the general level of prices begins to
decline, and with this fall in prices the industries
slacken. Wages also come down, although more
slowly than prices, and we have an era of
industrial depression or hard times.
War’s Aftermath.—War is waste. It The greatest of all

destroys life and property, uses up the human tragedies.
accumulated wealth of nations, and saddles them with huge
debts which future generations have to pay. The cost of a
war can never be reckoned in full until long after the treaty of
peace has been signed. The Civil War came to an end more
than fifty years ago, but we are still paying more than two
hundred million dollars per annum in pensions to veterans of
that struggle or to their widows. The number of Civil War
pensioners and their widows now on the roll is more than five
hundred thousand. It was not until 1906 that the last
surviving widow of a veteran of the Revolutionary War died.
The burden of pensions growing out of the World War is just
beginning to accumulate; the country will not feel its full
weight for many years to come. A generation born after this
war ended will be required to defray its cost. War also leaves,
as its tragic aftermath, large numbers of wounded, disabled,
or invalided soldiers who must be cared for at the public
expense. No nation which values its own honor can afford to
leave its veterans unaided in suffering and want. In the
United States we have made provision for affording medical
care to those soldiers of the World War who require it and for
giving vocational education to those partially disabled men
who need it in order to fit them for success in life.
General References
C. A. Beard, American Government and Politics, pp. 342-357; Ibid.,
Readings in American Government and Politics, pp. 308-322;
Everett Kimball, National Government of the United States, pp. 423-
444;
W. B. Munro, The Government of the United States, pp. 265-276;
A. B. Hart, Actual Government, pp. 459-480;
P. S. Reinsch, Readings in American Federal Government, pp. 610-
650;
Edward F. Allen and Raymond Fosdick, Keeping Our Fighters Fit,
passim;
B. A. Fiske, The Navy as a Fighting Machine, passim;
R. M. Johnston, Leading American Soldiers, especially pp. 3-65;
E. H. Crowder, The Spirit of Selective Service, pp. 59-92;
R. R. McCormick, The Army of 1918, pp. 207-243.
Group Problems
1. In what ways did the World War differ from previous wars? What
predictions have been made concerning the weapons and tactics of the
next war? How can preparedness best be made for such a war?
References: J. F. Rhodes, History of the Civil War, pp. 1-46; B.
Crowell and R. F. Wilson, How America Went to War, Vol. I, pp. 3-14;
Will Irwin, The Next War, pp. 33-66; Emory Upton, The Military Policy
of the United States, passim; Erich von Ludendorff, Ludendorff’s Own
Story, passim; Baron Horff von Dewitz, War’s New Weapons, pp. 5-
48; W. L. McPherson, The Strategy of the Great War, pp. 80-118; D. W.
Johnson, Topography and Strategy in the War, pp. 1-40.
2. How can the causes of war be removed? Should we have
international disarmament? References: G. L. Dickinson, The Choice
Before Us, pp. 166-186; H. M. Kallen, The Structure of Lasting Peace,
pp. 141-187; A. T. Mahan, Armaments and Arbitration, pp. 15-35; F. W.
Holls, The Peace Conference at The Hague, pp. 66-92; J. B. Scott,
The Status of the International Court of Justice, pp. 1-30; John
Bakeless, The Economic Causes of Modern Wars, pp. 177-195.
3. The National Army of 1917-1918: how it was raised, trained, and
used. References: E. H. Crowder, The Spirit of Selective Service, pp.
115-175; Selective Service Regulations (revised edition), pp. 1-30; R. B.
Perry, The Plattsburg Movement, pp. 173-214; Leonard P. Ayres, The
War with Germany, pp. 13-48; R. R. McCormick, The Army of 1918, pp.
1-57.
Short Studies
1. The War Department. John A. Fairlie, National Administration, pp.
133-151.
2. The war powers of the President and Congress. Cyclopedia of
American Government, Vol. III, pp. 646-648; G. Glenn, The Army and
the Law, passim.
3. The growth of the navy. G. R. Clark, History of the United States
Navy, pp. 406-444; E. S. Maclay, History of the United States Navy, Vol.
III, pp. 11-36.
4. Great American soldiers. R. M. Johnston, Leading American
Soldiers, pp. 137-192 (Grant); 256-310 (Lee).
5. The Grand Army of the Republic. W. H. Ward, Records of
Members of the Grand Army of the Republic, pp. 5-15.
6. The American Legion. G. S. Wheat, The Story of the American
Legion, pp. 12-30; 193-211.
7. How the nation mobilized in 1917-1918. P. L. Haworth, The
United States in Our Own Time, pp. 422-440.
8. Military law, martial law, and military government. Everett
Kimball, National Government of the United States, pp. 434-444.
9. The human cost of the war. Homer Folks, The Human Costs of
the War, pp. 119-167.
10. The use of regular troops in labor troubles. Grover
Cleveland, Presidential Problems, pp. 79-117.
11. The Hague Conferences. F. W. Holls, The Peace Conferences at
The Hague, pp. 1-35; J. H. Choate, The Two Hague Conferences,
passim.
12. The United States Food Administration. 1917-1918. W. F.
Willoughby, Government Organization in War Time, pp. 258-292.
13. How the National Army was drafted. E. H. Crowder, The Spirit
of Selective Service, pp. 115-175; see also Second Report of the Provost
Marshal General (1918).
14. Military pensions. John A. Fairlie, National Administration, pp.
205-208; W. H. Glasson, History of Military Pension Legislation, pp. 70-
107.
15. Freedom of speech in war time. Zechariah Chafee, Jr.,
Freedom of Speech, passim.
Questions
1. Classify the chief causes of war and indicate which class of causes
was mainly responsible for: the French and Indian Wars; the
Revolutionary War; the Napoleonic Wars; the War of 1812; the Mexican
War; the Civil War; the Spanish War; the Russo-Japanese War; and the
World War.
2. What did President Roosevelt mean when he said that a
defenceless nation is a temptation to injustice. Give some examples to
illustrate this proposition and also to illustrate the reverse.
3. Why would it not be better to abolish the national guard and have
only a regular army?
4. Explain the various steps by which civilians were taken into the
national army under the provisions of the Selective Service Law.
5. Is it right to use the armed forces of the nation in quelling labor
troubles? What are the objections to so doing?
6. Explain the system of trial by court-martial under the following
heads: (a) who may be tried; (b) on what charges; (c) how the court is
organized; (d) who prosecutes; (e) who defends; (f) what sentence may
be imposed; (g) who reviews the sentence.
7. What is the difference between proclaiming martial law in a district
and establishing a military government over it?
8. Outline the history of the United States navy. What are the
characteristics of (a) battleships; (b) battle cruisers; (c) gunboats?
9. What would be (a) the political and (b) the economic advantages of
disarmament? What difficulties stand in the way of an international
agreement to disarm?
10. Make a list of the special governmental agencies which were
established in the United States during the World War, and name the
functions performed by each.
Topics for Debate
1. The United States should adopt the system of universal military
training.
2. A declaration of war should require a two-thirds vote of Congress.
3. The national government should pay pensions to veterans of the
World War in the same way that it has provided pensions for veterans of
the Civil War.
CHAPTER XXIX
FOREIGN RELATIONS
The purpose of this chapter is to explain what international law is, what
obligations it imposes, and how the United States carries on its relations with
other countries.
The Contact of Nations.—In all ages Trade has brought

the nations of the world have been nations together.
brought into relations with one another. During the early
centuries their contact was not very close, as a rule, because
differences in race, religion, and language, together with the
lack of facilities for travel and transportation served to keep
the people apart. But the Phoenicians, the Greeks, and the
Romans all traded with their neighbors, and this trade, which
began around the eastern shores of the Mediterranean,
gradually widened east and west. After the fall of the Roman
empire chaos reigned over the greater part of Europe;
commerce declined, and incessant warfare prevented the
growth of friendly intercourse among the people of different
religions. These were the so-called Dark Ages, in which
travel was fraught with danger and trade was at the mercy of
bandits. Gradually, however, intercourse between different
regions revived and expanded. The highways and waterways
became safe again. Nations were once more brought into
friendly relationships. During the past three or four hundred
years this intercourse of nation with nation has been steadily
becoming more extensive, broken only from time to time by
the waging of wars. The steamship, the railroads, the
automobile, the telegraph, and the telephone have all served
to reduce distances and bring the various parts of the world
closer together.
International Rules and Customs.— The origin of
Just as social and economic relations international law.
among men gave rise to customs and usages which
everyone now obeys for the common good, so the growth of
intercourse among the nations brought into existence, little
by little, a body of usages and rules which guide them in their
relations with one another. Even the Greeks and Romans
recognized the necessity of some such rules to prevent
misunderstandings. Since ancient times these usages, rules,
and agreements have been gradually becoming more
definite until they now form that body of jurisprudence which
is known as International Law. In a strict sense international
law is not law at all; its rules have not emanated from any
definite source such as parliament or a legislature, and there
are no courts with power to enforce its provisions.[283] Some
of its rules are of long standing custom; others have come
into effect as the result of agreements among nations. The
provision that the ambassador is exempt from the jurisdiction
of the state to which he goes is very old,—as old as the
Achaean League. It is an ancient custom, now called law. On
the other hand the rule that a blockade of enemy ports is not
valid unless maintained by an adequate force is a relatively
modern rule and rests upon international agreement.
International Law.—International law What international
may therefore be defined as that body of law includes.
usages and rules which the civilized nations of the world are
accustomed to observe in their dealings with one another.
These rules and usages relate to a great many things. They
provide for friendly communication The laws of war.
between nations in time of peace by
means of ambassadors and other diplomatic envoys.
International law declares the high seas to be free to all, but
stipulates that a country may exercise jurisdiction over its
adjacent seas for a distance of one marine league from the
shore. The usages and rules of international law also provide
for the protection of aliens, the collection of debts, the
carrying on of trade, and many other questions which arise
between nations at peace.
When nations are at war they are called belligerents, and
the rules of international law restrict the ways in which war
may be carried on. They forbid a belligerent to put poison in
wells, or to bombard undefended towns, or to kill prisoners of
war. It is quite true that these so-called “laws of war” are
sometimes set at naught in the heat of conflict, and it is also
true that when a nation violates them there is no regular
redress; but the rules are well established and the public
opinion of the world always condemns any country which
indulges in barbarities contrary to the rules of war.
Nations which are not at war when war The laws of
is going on are called neutrals. Their neutrality.
rights as neutrals are defined and their duties as neutrals are
prescribed by the rules of international law. Neutrals are
permitted to carry on trade with belligerents subject to two
limitations, namely that their ships must not try to enter any
blockaded port and must not carry contraband of war.
Contraband of war includes weapons, munitions, military
supplies, and any other merchandise which a belligerent can
use directly or indirectly in carrying on the war. The citizens
of neutral states are also debarred from serving in the armed
forces of belligerents.
International law, in short, deals with a great variety of
matters which arise in peace, including emigration and travel,
trade, naturalization, diplomatic intercourse, the extradition of
criminals, treaties, and so forth, as well as with questions
which arise during war such as blockades, captures at sea,
the rules of land warfare, and the rights of neutrals. It is
considered by the United States to be a part of the law of the
land, and its rules are enforced within American territory by
the federal courts.
The Control of Foreign Relations.— The federal
All relations with foreign countries are government alone
under the control of the national
government. No state of the Union can controls foreign
make any treaty, or declare war, or enter relations.
into an alliance, or send ambassadors abroad. No state,
moreover, may maintain ships of war in time of peace or
armed forces except as provided in the constitution. War can
be declared by Congress alone. These provisions are wisely
inserted in the national constitution, for if every state were
permitted to deal independently with foreign countries, we
should get into endless complications and difficulties. But in
spite of the fact that no state can make a treaty or have any
formal diplomatic negotiations with a foreign country it is
nevertheless true that a state can and sometimes does
create a situation which requires diplomatic action on the part
of the national government. Prolonged negotiations between
the American and Japanese governments have had to be
carried on, for example, as the result of California’s having
restricted the privileges of Japanese citizens in that state
(see p. 32). So, also, although the constitution gives
Congress the sole power to declare war, the President
through his command of the army and navy can bring about
a situation which leaves Congress no choice whatsoever. On
one occasion President Roosevelt threatened that if German
warships did not leave the coast of Venezuela within forty-
eight hours, he would send the American fleet there. Had the
German ships remained and a conflict ensued, the action of
Congress in declaring war would have become a mere
formality.
How Foreign Relations are Conducted.—The conduct of
foreign relations rests with the President, whose right-hand
man in such matters is the Secretary of State. But the
President’s discretion is limited by the fact that all
appointments require confirmation by the Senate and all
treaties must be approved in that body by a two-thirds vote
before they become valid. For this reason, the President
usually finds it advisable to keep in touch with the leaders of
the Senate while he is handling foreign affairs of importance.
He is under no legal obligation to do this, but it is politically
expedient. Failure to do it has on occasions led the Senate to
reject agreements which the President has concluded after
prolonged negotiations.[284] The The Department of
Department of State is the President’s State.
immediate agency in the conduct of all diplomatic
intercourse, and is so recognized by all foreign governments.
It is through this department that all official correspondence
with other governments is carried on. The Secretary of State
is often called the “premier” of the cabinet, but the function of
leadership and the ultimate responsibility for the cabinet’s
work rests with the President. In handling the details of
foreign relations the State Department is assisted by a body
of officials who constitute the diplomatic service.
The Diplomatic Service.—It is the custom of every
civilized country to send and receive diplomatic officials. The
United States sends a representative to every important
foreign capital; in return, every foreign country maintains a
diplomatic agent in Washington. In the case of the most
important countries these representatives are given the rank
and title of ambassador. There is an Ambassadors and
American ambassador stationed at ministers.
Paris; a French ambassador at Washington. In the case of
less important countries the diplomatic representatives are
usually given the rank and title of minister. There is an
American minister at Copenhagen; a Danish minister at
Washington. The difference between ambassadors and
ministers is in rank, title, and salary; there is no important
difference in their functions. When an ambassador or
minister is absent, the diplomatic official who is left in charge
is called a chargé d’affaires. If some special negotiations are
to be carried on, a country may send an envoy, or an “envoy
extraordinary”, as he is called.[285] Each ambassador or
minister is assisted by one or more secretaries and a force of
clerks.
Diplomatic officials, whether Duties of diplomats.
ambassadors or ministers, have the duty
of serving as channels of official communication between
their own government and the government to which they are
accredited. They act always in accordance with instructions
sent to them from home. If a foreign government has any
communication to make to the government of the United
States, it addresses itself either to the American diplomatic
representative at its own capital, or to its own diplomatic
representative at Washington. In either case the diplomatic
representative presents the communication, orally or in
writing, to the Secretary of State. The heads of nations,
whether presidents, kings, or emperors, sometimes
communicate with each other by personal letter; but
important matters are not usually handled in that way.[286]
In addition to forwarding communications the members of
the diplomatic service have various other duties. An
ambassador or minister is expected to keep his own
government well informed concerning all that is going on at
the foreign capital where he is stationed. He renders any
necessary assistance to American citizens who may become
involved in difficulties or danger. He represents his own
country on all occasions of ceremony and has many social
duties to perform. These duties are prescribed by the usages
of the diplomatic service and are the same at all national
capitals. Finally, he co-operates with the consuls of his own
country and does what he can to make their work more
effective.[287]
All American ambassadors, ministers, How members of
and other diplomatic officials are the diplomatic
appointed by the President with the service are chosen.
consent of the Senate. In European countries it is the custom
for young and capable men to enter the lower ranks of
diplomatic service and work up, step by step, to the higher
posts. But although lower posts in the diplomatic service of
the United States are filled by competitive examination, the
higher positions are usually given to men who have had no
previous diplomatic experience. Men whom the President
selects as ambassadors or ministers are, as a rule, drawn
from civil life, and their appointments are often looked upon
as rewards for political service. This does not mean,
however, that they fail to make capable ambassadors or
ministers, despite the lack of experience; on the contrary, the
system has worked astonishingly well on the whole. This is
because men of marked ability and distinction in civil life are
usually selected by the President for the more important
diplomatic posts. Among the list of those who have served as
American ambassadors to Great Britain one finds the names
of Charles Francis Adams, James Russell Lowell, John Hay,
and Joseph H. Choate. Among the notable American
diplomats during the earlier years of the World War were
James W. Gerard at Berlin, Henry Morgenthau at
Constantinople, Brand Whitlock at Brussels, and Paul S.
Reinsch at Pekin.
The official establishment of an ambassador is called an
embassy; that of a minister is known as a legation. An
embassy or a legation is exempt from The immunities of
local jurisdiction; it cannot be searched diplomats.
by the police, and the officials connected with it are exempt
from arrest except for very serious crimes. A country cannot,
according to international usages, decline to receive a
diplomatic official from any other country, but it can, and
sometimes does, object to receiving some particular
individual as ambassador or minister on the ground that he is
persona non grata. Similarly a country may request that any
diplomatic official who has been sent to it shall be recalled by
his own government and such requests have occasionally
been made.[288]
In addition to diplomatic officials the Consuls.
United States sends and receives
consuls. The consular service is concerned with commercial
rather than diplomatic relations; hence the consuls are
stationed, for the most part, at ports of entry. The functions of
consuls are closely related to the development of American
foreign trade and they have been described in an earlier
chapter (p. 373).
Secret and Open Diplomacy.—The traditional policy of
the diplomatic service in all countries has been to do its work
in secret. To some extent this has been necessary, because
of the nature of the negotiations carried on. There are times,
of course, when the publication of what Why secrecy is
is going on in the way of negotiations deemed essential.
between different countries would lead to serious
misunderstandings and might cause the negotiations to be
broken off altogether. It is natural, for example, that each
government, when it begins negotiations on any question,
should ask a good deal more than it expects to obtain. Only
as the discussion proceeds through the channels of
diplomacy does each country give way a little and in the end
they reach an agreement. Now, if these negotiations had to
be carried on before the eyes of the whole world an
agreement would be very difficult because no government
likes to back down, even slightly, from its original demands.
So secrecy is in some cases necessary. But there has
been too much of it in the past. Many important matters have
been withheld from public knowledge even after the
negotiations have been finished, and pledges have been
made by rulers without informing their people. It was
because of secret diplomacy that the The experience of
various European countries, prior to Europe.
1914, became enmeshed in a maze of intrigues and semi-
secret alliances which drew them steadily toward the brink of
war.[289] The United States, happily, has had very little
experience with secret diplomacy. Every treaty or agreement
must be submitted to the Senate and when so submitted it
cannot be kept secret. Nothing can be kept secret after it is
laid for discussion before a body of ninety-six men, at least it
cannot remain secret very long. The The American
Senate, moreover, has always insisted tradition of open
on making these agreements public, diplomacy.
although the discussions may be held behind closed doors.
One of the reasons why the government of the United States
has acquired a good reputation for frankness and sincerity in
its relations with other countries is to be found in this
avoidance of secrecy in international agreements. This policy
should never be abandoned.
Treaties.—A treaty is a formal agreement made between
two or more countries and binding upon each. There are
many kinds of treaties, including treaties of peace, treaties of
alliance, treaties providing for reciprocity in trade, for the
mutual surrender of fugitive criminals, postal treaties, treaties
of arbitration, and so on. There are three How treaties are
stages in the making of a treaty, namely, made.
the negotiation, the signature, and the ratification. The
negotiations are usually carried on through members of the
diplomatic service, but in the case of important treaties it is
customary to appoint special envoys for the purpose. When
all details have been agreed upon the treaty is engrossed on
parchment and signed by the official representatives of the
respective countries. But it does not go into effect until it is
ratified and, so far as the United States is concerned, this
ratification cannot take place until the treaty has been
approved by a two-thirds majority of the Senate.[290]
Whenever a treaty has been concluded on behalf of the
United States, therefore, it is transmitted by the President to
the presiding officer of the Senate by whom it is referred to
the Committee on Foreign Affairs. This committee, in due
course, makes its report to the Senate whereupon a
discussion takes place. When the The power of the
discussion is finished the Senate votes Senate over
to give or withhold its assent. If it acts treaties.
favorably, the President notifies the other government and
the treaty becomes effective; if the Senate rejects the treaty,
it fails to go into force. The Senate, strictly speaking, cannot
amend any treaty, but it may ask the President, and through
him the other government, to accept certain changes. As a
rule the Senate has ratified treaties without amendment but it
has sometimes insisted on alterations, and on some notable
occasions it has rejected treaties altogether.[291]
American Foreign Policy.—When The roots of
Washington finished his second term as American
President in 1796, he delivered to his diplomacy.
countrymen a Farewell Address in which he gave them some
sound advice. Among other things he pointed out that the
primary interests of America were very remote from those of
Europe and advised that the United States should “steer
clear of permanent alliances with any portion of the foreign
world”. Not long afterwards Jefferson reiterated this principle
and urged that the policy of America should aim at “honest
friendship with all nations, entangling alliances with none”.
This attitude of Washington and Jefferson embodied the best
interests of the United States in the early days of the
Republic and undoubtedly reflected the sentiment of the
people. In keeping with this principle of “political isolation” the
United States remained neutral during the European wars
which followed the French Revolution and strenuously
endeavored to avoid taking sides in the struggle between
England and France. The United States government, in
1807, went so far as to shut off all trade with both these
warring countries. But in 1812, the continued violation of
America’s rights as a neutral exhausted the patience of the
people. These rights were violated by France and England
alike; the English violations, however, were the ones which
stirred up the greatest amount of popular resentment. So the
United States engaged in war with England for the
maintenance of the principles of neutrality.
The Monroe Doctrine.—Being resolved not to meddle in
the political affairs of Europe so long as American rights were
not infringed, the United States felt in a position to insist, at
the appropriate time, that Europe should refrain from
interference in the affairs of the Western Hemisphere. The
occasion for announcing this principle of Origin of the
“hands off” came in 1823. During the doctrine.
years preceding this date the Spanish colonies in Central
and South America had revolted. They declared their
independence of Spain and drove out the Spanish
authorities, setting up in each case a republican form of
government. Spain naturally desired to retain her sovereignty
over these territories and sought assistance of other
European countries for that purpose. There appeared to be a
possibility that France, Austria, Prussia, and Russia—a
combination known as the Holy Alliance—would join with
Spain in the subjugation of the revolted South American
territories. The government at Washington became alarmed
over the possibilities of large military and naval forces being
sent across the Atlantic by a coalition of monarchial
countries, believing that this would not only be a blow to the
republican form of rule but a serious danger to the United
States as well. President James Monroe accordingly
authorized the issue of a declaration setting forth the interest
of the United States in the matter.[292]
The salient passages in this declaration are as follows:
“In the wars of European powers in matters relating to

themselves we have never taken any part, nor does it
comport with our policy to do so.... With the existing colonies
or dependencies of any European power we have not
interfered and shall not interfere.... But with the governments
which have declared their independence and maintained it,
and whose independence we have on great consideration
and on just principles acknowledged, we could not view any
interposition for the purpose of oppressing them, or
controlling in any other manner their destiny, by any
European power, in any other light than as a manifestation of
an unfriendly disposition towards the United States.... The
American continents, by the free and independent condition
which they assumed and maintain, are henceforth not to be
considered as subjects for future colonization by any
European powers.”
This doctrine has remained the cornerstone of American

policy with reference to the countries of Central and South
America for one hundred years. On Its application.
several occasions it has been invoked to protect these
countries against armed pressure. During the Civil War, for
example, the French government sent an army to Mexico
and maintained an imperial administration there in defiance
of the Mexican people. While the conflict between North and
South continued the government of the United States was
unable to take any firm action in this matter, but in 1866
France was requested to withdraw her troops from Mexico,
which she did. Again, in 1895, President Cleveland informed
the government of Great Britain that the United States would
support Venezuela against any attempt to settle a boundary
dispute otherwise than by arbitration.
The Monroe Doctrine is not a part of Its status.
international law. It is not even a law of
the United States. It never received the approval of the
Senate, which is supposed to be a check upon the President
in deciding the permanent features of American foreign
policy. Its validity has never been formally recognized either
by the countries of Europe or by the states of South America
whom the doctrine immediately concerns.[293] Its maintenance
rests upon the vigilance and strength of the United States. In
guarding the smaller states of the New World against
European aggression the United States is taking what the
American people regard as an essential measure of self-
protection.
Is the Monroe Doctrine Obsolete?—We are sometimes
told nowadays that the Monroe Doctrine is behind the times,
that we have outgrown it, and ought to give it up.[294] When
the doctrine was announced, a hundred years ago, the states
of South America were too weak to defend themselves; the
various countries of Continental Europe were governed
despotically and maintained large standing armies. The
states of Central and South America, likewise, were at that
time glad to have American protection. But now, we are told,
all this is changed. The Spanish-American states are strong
and able to look out for themselves. They do not want our
guardianship. The nations of Continental Europe, moreover,
are no longer despotisms but republics and limited
monarchies. They have enough problems to keep them
employed for the next generation without interfering in the
affairs of the New Hemisphere. So it has been suggested
that the doctrine be given up, particularly as no one knows
exactly what it means at the present day.[295] But the doctrine
is deeply imbedded in the diplomatic traditions of the
American people and there is nothing to be gained by giving
it up unless the situation becomes very different from what it
is today.
American Contributions to International Law.—The
United States has rendered signal service in making the
rules and usages of international law more enlightened and
more humane. At all times the American 1. Neutral rights.
government has been a champion of
neutral rights and particularly has insisted upon liberal rules
concerning neutral commerce on the high seas. It has lent its
influence to the movement for making 2. Laws of war.
the laws of war more human and for
prohibiting all practices which needlessly endanger the lives
of non-combatants. It has stood for freedom of trade and the
“open door”. Among the nations of the 3. Arbitration.
world the United States has been
foremost in the advocacy and use of arbitration as a means
of settling international disputes. In keeping with this policy
arbitration treaties have been concluded between the United
States and twenty other countries, each treaty providing that
all disputed questions, of whatsoever nature, shall be
submitted to arbitration if they cannot be adjusted by
diplomatic negotiation, and that no resort to war shall in any
event take place until after the processes of arbitration have
been exhausted. At the Peace 4. Recent
Conference which assembled in 1919 contributions.
after the close of the World War, moreover, it was the United
States that first put forward in definite form the plan for a
League of Nations. And in 1921 it was the United States

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Solve the triangle.

A) B = 55°, a = 4.32, c = 6.01 B) B = 55°, a = 6.01, c = 4.32

A) C = 20°, a = 10, c = 4.17 B) C = 20°, a = 4.17, c = 10

6) A = 11.2°, C = 131.6°, a = 84.9

4) B = 26°, b = 6.7, a = 7.64

6) C = 35°, a = 18.7, c = 16.1

3 Find the Area of an Oblique Triangle Using the Sine Function

2) A = 37°, b = 18 meters, c = 11 meters

4) B = 20°, a = 4 feet, c = 8 feet

4 Solve Applied Problems Using the Law of Sines

Solve the problem.

Find a. If necessary, round your answer to the nearest hundredth.

6.2 The Law of Cosines

2 Solve Applied Problems Using the Law of Cosines

Solve the problem.

3 Use Heron's Formula to Find the Area of a Triangle

2) a = 10 inches, b = 14 inches, c = 6 inches

3) a = 10 meters, b = 14 meters, c = 6 meters

6.3 Polar Coordinates

Match the point in polar coordinates with either A, B, C, or D on the graph.

Solve the problem.

2 Find Multiple Sets of Polar Coordinates for a Given Point

3 Convert a Point from Polar to Rectangular Coordinates

4 Convert a Point from Rectangular to Polar Coordinates

5 Convert an Equation from Rectangular to Polar Coordinates

Convert the rectangular equation to a polar equation that expresses r in terms of θ.

C) 8 cos θ - 9 sin θ = -1 D) 8 cos θ - 9 sin θ = 1

6 Convert an Equation from Polar to Rectangular Coordinates

Convert the polar equation to a rectangular equation.

Solve the problem.

8 Tech: Polar Coordinates

4) (-16, -12) Express θ to three decimal places.

5) (3, 6) Express both r and θ to two decimal places.

A) y = x 3 - 2; slope: 3; y-intercept: -2 B) y = -x 3 - 2; slope: - 3; y-intercept: -2

A) r = 3 B) r = 6 cos θ C) r = 6 sin θ D) r sin θ = 3

A) r = -4 sin θ B) r = -4 cos θ C) r = -2 D) r sin θ = -2

A) r = 4 cos θ B) r = 4 sin θ C) r = 2 D) r sin θ = 2

A) r = 2 + sin θ B) r = 4 cos θ C) r = 4 sin θ D) r = 2 + cos θ

A) r = 4 + cos θ B) r = 8 cos θ C) r = 8 sin θ D) r = 4 + sin θ

A) r = 2 cos(2θ) B) r = 2 sin(2θ) C) r = 2 D) r = 2 + cos(2θ)

3) r = -4 sin θ; the pole

4) r = 4 + 4 cos θ; polar axis

7) r = 6 + 2 cos θ; the pole

8) r = 3 - 6 sin θ; the polar axis

9) r2 = sin 2θ; the pole

11) r cos θ = 4 ; the polar axis

Graph the polar equation.

Solve the problem.

A) 3 knots B) 2 knots C) 4 knots D) 5 knots

A) 120°; 7 knots B) 90°; 7 knots C) 120°; 8 knots D) 90°; 5 knots

Use a graphing utility to graph the polar equation.

Graph the polar equation.

Plot the complex number.