Modelling using t-formulae (Edexcel A Level Further Maths: Further Pure 1): Revision Note

Exam code: 9FM0

Mark Curtis

Written by: Mark Curtis

Updated on

Modelling using t-formulae

What are the t-formulae?

  • The three t-formulae state that if t=tanθ2 then

    • sinθ=2t1+t2

    • cosθ=1t21+t2

    • tanθ=2t1t2

  • They express sinθ, cosθ and tanθ in terms of one variable only, t

  • From these, you can see the reciprocals

    • cosecθ=1+t22t

    • secθ=1+t21t2

    • cotθ=1t22t

Examiner Tips and Tricks

You must learn the t-formulae for sinθ, cosθ and tanθ as they are not given in the formulae booklet!

How do I model situations using the t-formulae?

  • The t-formulae can be used to investigate mathematical models

    • Use t=tanθ2 to rewrite the model in terms of t

      • This gives algebraic fractions in t

      • which can be simplified by adding, dividing, etc

      • and often factorised

  • You may need to adapt the t-substitution to match the model, e.g.:

    • for models in sin4θ and cos4θ use t=tan2θ

    • for models in tanx3 and sinx3 use t=tanx6

How do I find derivatives in terms of t?

  • Always differentiate the original equation first, before substituting in t

    • e.g. the model h=sin8x+cos8x can be written in terms of t=tan4x

      • h=2t1+t2+1t21+t2=1+2tt21+t2

    • but to find dhdx from this would involve a complicated chain rule (with quotient rule)

      • dhdx=dhdt×dtdx=ddt(1+2tt21+t2)×ddx(tan4x)

    • so instead go back to the original equation h=sin8x+cos8x and find dhdx of this

      • dhdx=8cos8x8sin8x

    • then substitute in t=tan4x at the end

      • dhdx=8(1t21+t2)8(2t1+t2)=8(12tt2)1+t2

Worked Example

The amplitude, A metres, of part of a wave that varies with distance, x metres, is modelled by

A=1+4sinx2cosx      0<x<2π

(a) Show that

dAdx=2(1t)(1+t)3(1+t2)2

where t=tanx4.

Answer:

Differentiate A=1+4sinx2cosx with respect to x (avoid substituting t=tanx4 into A first)

dAdx=2cosx2+sinx

Now convert 2cosx2+sinx into t-formulae

If t=tanx4 then sinx2=2t1+t2 and cosx2=1t21+t2

cosx2=1t21+t2

To find sinx in terms of t, use the double-angle formula sin2A2sinAcosA

sinx2sinx2cosx2=2(2t1+t2)(1t21+t2)=4t(1t2)(1+t2)2

Substitute cosx2 and sinx into dAdx

dAdx=2(1t21+t2)+4t(1t2)(1+t2)2

Add the algebraic fractions using a common denominator of (1+t2)2

dAdx=2(1t2)(1+t2)+4t(1t2)(1+t2)2

Factorise out 2(1t2) from the numerator

dAdx=2(1t2)[(1+t2)+2t](1+t2)2

Rearrange (1+t2)+2t to 1+2t+t2, which factorises to (1+t)2

dAdx=2(1t2)(1+t)2(1+t2)2

To make this look like the answer in the question, use the difference of two squares to write 1t2 as (1+t)(1t)

dAdx=2(1+t)(1t)(1+t)2(1+t2)2

Now combine the (1+t) and (1+t)2 in the numerator into one single power

dAdx=2(1t)(1+t)3(1+t2)2

(b) Given that

d2Adx2=(1+t)2(t24t+1)(1+t2)2

determine whether the model represents a peak (crest) or a trough (dip) of the wave.

Answer:

A peak or trough means a maximum or a minimum point, which both occur when dAdx=0

Find the value of t that makes dAdx=0 using the answer in part (a)

2(1t)(1+t)3(1+t2)2=0

Setting the numerator equal to zero gives

t=1 or t=1

Check to see if these solutions are within the range 0<x<2π given in the question

For t=tanx4=1 there is one possible solution in the range

x4=artan(1)+nπx4=π4+nπx=π+4nπx=...3π, π, 5π,...

x=π

For t=tanx4=1 there are no possible solutions in the range

x4=artan(1)+nπx4=π4+nπx=π+4nπx=..., π, 3π, ...

This means the maximum or minimum is at x=π when t=1

To find out the nature of the stationary point, substitute t=1 into d2Adx2

d2Adx2=(1+1)2(124×1+1)(1+12)2=22×(2)22<0

The second derivative is negative, so x=π is a maximum point

The model represents a peak (crest) of the wave

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Build on this topic

Mark Curtis

Author: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.