P1 Chapter 5 :: Straight Line

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Chapter Overview
There is little new theory since GCSE, but the algebraic manipulation is harder.

1:: 𝑦 = 𝑚𝑥 + 𝑐 , Gradient & Determining Equations 2:: Parallel/Perpendicular Lines

Find the equation of the line passing through (2,3) A line is perpendicular to
and 7,5 , giving your equation in the form 3𝑥 + 8𝑦 − 11 = 0 and passes
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, where 𝑎, 𝑏, 𝑐 are integers. through 0, −8 . Find the
NEW! since GCSE
equation of the line.
The equation 𝑦 − 𝑦1 = 𝑚 𝑥 − 𝑥1 for a line with
given gradient and going through a given point.

3:: Lengths and Areas 4:: Modelling

The line 2𝑥 + 3𝑦 = 6 crosses A plumber charges a fixed cost
the 𝑥-axis and 𝑦-axis at the plus a unit cost per day. If he
points 𝐴 and 𝐵 respectively. charges £840 for 2 days work
Determine: and …
(a) The length 𝐴𝐵 and
(b) The area 𝑂𝐴𝐵.
 y
Let’s start simple… 4

What is the equation of

this line? 3

And more importantly,

2
why is it that?
1

x -5 -4 -3 -2 -1 0 1 2 3 4 5 6

-1

-2

-3

𝑥=2 -4
For any point we pick on the
line, the 𝑥 value is always 2.
Lines and Equations of Lines
A line consists of all points which satisfy some equation in terms
of 𝑥 and/or 𝑦.

Sorry,
Yes, you you
can
2 3can’t
+ join
join−1as:as= 5
22 you
so 30 ++ 25==
can 85
join.
Get lost.
Examples
This means we can substitute the values of a coordinate into our equation
whenever we know the point lies on the line.

The point 5, 𝑎 lies on the line with equation 𝑦 = 3𝑥 + 2. Determine the value of 𝑎.

Substituting in 𝑥 and 𝑦 value:

𝑎 =3 5 +2
𝑎 = 17

Find the coordinate of the point where the line 2𝑥 + 𝑦 = 5 cuts the 𝑥-axis.

On the 𝑥-axis, 𝑦 = 0. Substituting:

2𝑥 + 0 = 5
5 5
𝑥= → ,0
2 2
Test Your Understanding

Determine where the line 𝑥 + 2𝑦 = 3 crosses the:

a) 𝑦-axis: Let 𝒙 = 𝟎.
𝟑
𝟐𝒚 = 𝟑 → 𝒚=
𝟐
𝟑
𝟎,
𝟐
b) 𝑥-axis: Let 𝒚 = 𝟎
𝒙+𝟎=𝟑
𝟑, 𝟎

What mistakes do you think it’s easy to make?

• Mixing up 𝒙/𝒚: Putting answer as (𝟎, 𝟑) rather than (𝟑, 𝟎).
• Setting 𝒚 = 𝟎 to find the 𝒚-intercept, or 𝒙 = 𝟎 to find the 𝒙-intercept.
Recap of gradient
The steepness of a line is known as the gradient.
It tells us what 𝑦 changes by as 𝑥 increases by 1.
So if the 𝑦 value increased by 6 as the 𝑥
value increased by 2, what is 𝑦 increasing
by for each unit increase of 𝑥?
𝑚 How would that give us a suitable formula
for the gradient 𝑚?
1

Δ𝑦
𝑚=
Δ𝑥
Δ is the (capital) Greek letter
“delta” and means “change in”.
Textbook Note:
𝑦 −𝑦
The textbook uses 𝑚 = 𝑥2 −𝑥1 for two points 𝑥1 , 𝑦1 and 𝑥2 , 𝑦2 . Reasons I don’t use it for non-algebraic coordinates:
2 1
• Students often get the 𝑦1 and 𝑦2 the wrong way round (or with the 𝑥’s)
• Students often make sign errors when dealing with negatives, e.g. −3 − −4
• It can’t be done as easily mentally,
• Students see it as “yet another formula to learn” when really all you need is to appreciate is what gradient is, i.e. “𝑦
change per 𝑥 change”.
Examples
Find the gradient of the line that goes through the points:

1 1, 4 (3, 10) 𝑚=3

2 5, 7 (8, 1) 𝑚 = −2
8
3 2, 2 (−1, 10) 𝑚=−
3
4 Show that the points A 3,4 , 𝐵 5,5 , 𝐶 11,8
all lie on a straight line.
𝟏 𝟑 𝟏
𝒎𝑨𝑩 = 𝒎𝑩𝑪 = =
𝟐 𝟔 𝟐 If points are
‘collinear’ they lie
Gradients the same ∴ ‘collinear’. on the same line.
Further Example

The line joining 2, −5 to 4, 𝑎 has gradient -1. Work out the

value of 𝑎.

𝑎 − −5
= −1
4−2
𝑎+5
= −1
2
𝑎 = −7
𝑦 = 𝑚𝑥 + 𝑐
One form we can put a straight line equation in is:

𝑦 = 𝑚𝑥 + 𝑐
Gradient 𝑦-intercept

Why does it work?

• The 𝒚-intercept by definition is the 𝒚 value when 𝒙 = 𝟎.
Substituting:
𝒚 = 𝒎 × 𝟎 + 𝒄 = 𝒄 as expected.
• By the definition of gradient, if we increase 𝒙 by 1, 𝒚
should increase by 𝒎:
𝒚 = 𝒎 𝒙 + 𝟏 + 𝒄 = 𝒎𝒙 + 𝒎 + 𝒄
which indeed has increased by 𝒎.
𝑦 = 𝑚𝑥 + 𝑐
Determine the gradient and 𝑦-intercept of the line with equation
4𝑥 − 3𝑦 + 5 = 0
Make 𝑦 the subject so
3𝑦 = 4𝑥 + 5 we have the form
4 5 𝑦 = 𝑚𝑥 + 𝑐
𝑦= 𝑥+ Put 𝑦 on the side it’s
3 3 positive.

Divide each term by 3;

4𝑥+5
don’t write 𝑦 =
4 5 3
∴𝑚= , 𝑐= otherwise it’s not in
3 3 the form 𝑦 = 𝑚𝑥 + 𝑐

This is algebra, so use

improper fractions,
and not mixed
numbers or recurring
decimals.
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
At GCSE, 𝒚 = 𝒎𝒙 + 𝒄 was the main form you would express a straight line
equation, sometimes known as the ‘slope-intercept form’.
But another common form is 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎, where 𝑎, 𝑏, 𝑐 are integers.
This is known as the ‘standard’ form.

1 2
Express 𝑦 = 𝑥 − in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, where 𝑎, 𝑏, 𝑐 are integers.
3 3

3𝑦 = 𝑥 − 2 We don’t want fractions, so multiply by an

appropriate number.
𝑥 − 3𝑦 − 2 = 0
Put everything on either side of equation.
− 𝑥 + 3𝑦 + 2 = 0 would also be OK.

We’ll see on the next slide WHY we might want to

put an equation in this form over 𝑦 = 𝑚𝑥 + 𝑐…
Just for your interest…
Why might we want to put a straight line
equation in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0?
𝑦 = 𝑚𝑥 + 𝑐 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
“Slope-Intercept Form” “Standard Form”

Usefulness
Coverage Symmetry This more ‘elegant’ form also
means it ties in with vectors
We can extend to 3D points to
get the equation of a plane:
𝑦 = 𝑚𝑥 + 𝑐 doesn’t In general, the ‘linear 𝑎 𝑥
and matrices. In FM, you will
allow you to combination’ of two 𝑏 ⋅ 𝑦 +𝑑 =0 (2)
learn about the ‘dot product’
represent vertical variables 𝑥 and 𝑦 is 𝑎𝑥 + 𝑏𝑦, 𝑐 𝑧
of two vectors: Conveniently, in equation (1),
lines. Standard form i.e. “some amount of 𝑥 and
𝑎 𝑥
allows us to do this by some amount of 𝑦”. There is ⋅ 𝑦 = 𝑎𝑥 + 𝑏𝑦 𝑎
𝑏 the vector is perpendicular
just making 𝑏 zero. a greater elegance and 𝑏
symmetry to this form over thus since 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, to the line. And in equation (2),
𝑦 = 𝑚𝑥 + 𝑐 because 𝑥 and 𝑦 we can represent a straight 𝑎
𝑥+4=0

appear similarly within the line using: the vector 𝑏 is perpendicular

expression. 𝑎 𝑥 𝑐
⋅ 𝑦 +𝑐 =0 (1) to the plane. Nice!
𝑏

2 𝑥
2𝑥 + 𝑦 = 4 ⋅ 𝑦 =4 2
1 1
Test Your Understanding
2 3
Express 𝑦 = 𝑥 + in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, where 𝑎, 𝑏, 𝑐 are integers.
5 5

5𝑦 = 2𝑥 + 3
2𝑥 − 5𝑦 + 3 = 0
Exercise 5A/5B
Pearson Pure Mathematics Year 1/AS
Pages 90-91, 92-93
Equations using two points/point + gradient
Find the equation of the line that goes through 3,5 and has gradient 2.

How would you have done this at GCSE?

If gradient is 2, then equation of the line is of the form:

𝒚 = 𝟐𝒙 + 𝒄
Since 𝟑, 𝟓 is on the line, it must satisfy this equation.
Therefore:
𝟓=𝟐 𝟑 +𝒄
𝒄 = −𝟏
∴ 𝒚 = 𝟐𝒙 − 𝟏
A new way…
𝑦
Suppose that 𝑥1 , 𝑦1 is some fixed point
on the line that we specify (e.g. (3,5)).
𝑥, 𝑦 Suppose that (𝑥, 𝑦) represents a generic
point on the line, which is allowed to
𝑥1 , 𝑦1 change as we consider different points on
this line.
Then:
𝑥
Fro Notes: Note that 𝑥1 and 𝑦1 are
constants while 𝑥 and 𝑦 are variables. The
𝑦 − 𝑦1
𝑚=
latter are variables because as these ‘vary’, 𝑥 − 𝑥1
we get different points on the line. Thus:
 The equation of a line that has gradient
𝑚 and passes through a point 𝑥1 , 𝑦1 is:
𝑦 − 𝑦1 = 𝑚 𝑥 − 𝑥1

Let’s revisit:
Find the equation of the line that goes through 3,5 and has gradient 2.
No manipulation required! Just plug in
𝑦−5=2 𝑥−3 numbers and we’re done.
Again, note that 𝑥 and 𝑦 are variables so
need to remain as such.
Quickfire Questions
In a nutshell: You can use this formula whenever you have (a) a gradient
and (b) any point on the line.

Gradient Point (Unsimplified) Equation

3 1,2 𝒚 − 𝟐 = 𝟑(𝒙 − 𝟏)
5 3,0 𝒚= 𝟓 𝒙−𝟑
2 −3,4 𝒚 − 𝟒 = 𝟐(𝒙 + 𝟑)
1 1, −5 𝟏
𝒚+𝟓= 𝒙−𝟏
2 𝟐
9 −4, −4 𝒚+𝟒=𝟗 𝒙+𝟒

Important Fro Side Note: I’ve found that many students shun this formula and just use the
GCSE method. Please persist with it – it’ll be much easier when fractions are involved.
Further Mathematicians, don’t even think about using the GCSE method, because you’ll
encounter massive headaches when you consider algebraic points. Trust me on this one!
Using 2 points
Find the equation of the line that goes Test Your Understanding:
through 4,5 and 6,2 , giving your Find the equation of the line that
equation in the form goes through −1,9 and 4,5 , giving
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0. your equation in the form
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0.

We need to work out the gradient first

before we can use 𝑦 − 𝑦1 = 𝑚 𝑥 − 𝑥1 : 4
𝑚=−
5
3
𝑚=− Using −1,9 :
2
4
𝑦−9=− 𝑥+1
Using 4,5 (we could have also used 5
6,2 ): 5𝑦 − 45 = −4 𝑥 + 1
3 5𝑦 − 45 = −4𝑥 − 4
𝑦−5= − 𝑥−4 4𝑥 + 5𝑦 − 41 = 0
2
2𝑦 − 10 = −3 𝑥 − 4
2𝑦 − 10 = −3𝑥 + 12
3𝑥 + 2𝑦 − 22 = 0
Exercise 5C
Pearson Pure Mathematics Year 1/AS
Pages 94-95
Intersection of lines
The diagram shows two lines with
𝑦
equations 𝑦 = 3𝑥 and 𝑥 + 2𝑦 = 4,
which intersect at the point 𝑃.
𝑦 = 3𝑥
a) Determine the coordinates of 𝑃.
𝑃
We know from Chapter 4 we can
just solve two equations
simultaneously.
𝑥 + 2𝑦 = 4
𝒙 + 𝟐 𝟑𝒙 = 𝟒
𝟕𝒙 = 𝟒
𝟒
𝒙=
𝟕
𝑥 𝟒 𝟏𝟐
𝑂 𝑄 𝒚=𝟑 =
𝟕 𝟕

b) The line 𝑥 + 2𝑦 = 4 intersects

the 𝑥-axis at the point 𝑄. Determine
the coordinate of 𝑄.
When 𝒚 = 𝟎, 𝒙 = 𝟒
𝟏 𝟏𝟐 𝟐𝟒
Area = 𝟐 × 𝟒 × 𝟕 = 𝟕
Test Your Understanding
C1 Edexcel May 2013 Q6
Exercise 5D
Pearson Pure Mathematics Year 1/AS
Page 96
 y

1 1
𝑚= 3 𝑚=−
2 3
2
𝒃

1
𝒂
𝑚=3
x -5 -4 -3 -2 -1 0 1 2 3 4 5 6
𝒂
-1

𝑚 = −2
-2
𝒃
Find the gradients of
-3
Using the changes above, we can see the gradient each pair of
𝒃
of one line is 𝒎 = 𝒂 and the other 𝒎 = −𝒂. One
𝒃 perpendicular lines.
is the ‘negative reciprocal’ of the other. -4 What do you notice?
Perpendicular Lines
 The gradients of parallel lines are equal.
If two lines are perpendicular, then the gradient of one is the negative
reciprocal of the other.
1
𝑚1 = −
𝑚2
To show that two lines are perpendicular:
𝑚1 𝑚2 = −1

Gradient Gradient of Perpendicular Line

2 1
−
2
−3 1
3
1 -4
4
5 1
−
5
2 7
−
7 2
7 5
−
5 7
Example Problems
1 A line is goes through the point (9,10) and is perpendicular to another line with
equation 𝑦 = 3𝑥 + 2. What is the equation of the line?
𝟏
𝒚 − 𝟏𝟎 = − 𝒙 − 𝟗
𝟑

2 A line 𝐿1 goes through the points 𝐴 1,3 and 𝐵 3, −1 . A second line 𝐿2 is

perpendicular to 𝐿1 and passes through point B. Where does 𝐿2 cross the x-axis?
𝟓, 𝟎

3 Are the following lines parallel, perpendicular, or neither?

1
𝑦= 𝑥
2
2𝑥 − 𝑦 + 4 = 0
𝟏 𝟏
Neither. Gradients are 𝟐 and 𝟐. But 𝟐 × 𝟐 = 𝟏, not -1, so not perpendicular.
Test Your Understanding

1 A line goes through the point 2 Determine the point 𝐴.

(4,7) and is perpendicular to 𝑦
another line with equation
𝑦 = 2𝑥 + 2. What is the
equation of the line? Put your
answer in the form 𝑎𝑥 + 𝑏𝑦 + 𝐴
𝑐 = 0, where 𝑎, 𝑏, 𝑐 are
integers.
𝟏
𝒚=− 𝒙+𝟗
𝟐
𝟐𝒚 = −𝒙 + 𝟏𝟖
𝒙 + 𝟐𝒚 − 𝟏𝟖 = 𝟎
𝑥
Equation of other line: 𝒚 = 𝟐𝒙
𝟏
𝟐𝒙 = − 𝒙 + 𝟒
𝟐
𝟒𝒙 = −𝒙 + 𝟖
𝟖
𝟓𝒙 = 𝟖 → 𝒙 =
𝟓
𝟖 𝟏𝟔
𝒚=𝟐× =
𝟓 𝟓
 Exercise 5E/5F
Pearson Pure Mathematics Year 1/AS
Page 96

Extension Problems 2 [MAT 2014 1D] The reflection of the point 1,0 in
1 [MAT 2004 1D] the line 𝑦 = 𝑚𝑥 has coordinates: (in terms of 𝑚)
What is the reflection of the point Using a similar method:
3,4 in the line 𝟏 − 𝒎𝟐 𝟐𝒎
3𝑥 + 4𝑦 = 50? ,
𝟑 𝟏 + 𝒎𝟐 𝟏 + 𝒎𝟐
Gradient of 𝟑𝒙 + 𝟒𝒚 = 𝟓𝟎 is − .
𝟒
∴ Equation of line passing through
(𝟑, 𝟒) perpendicular to ths line: 3 [STEP I 2004 Q6] The three points 𝐴, 𝐵, 𝐶 have coordinates
𝟒 𝑝1 , 𝑞1 , 𝑝2 , 𝑞2 and 𝑝3 , 𝑞3 , respectively. Find the point
𝒚−𝟒= 𝒙−𝟑 of intersection of the line joining 𝐴 to the midpoint of 𝐵𝐶,
𝟑
Find intersection of two lines to get and the line joining 𝐵 to the midpoint of 𝐴𝐶. Verify that
closest point of 𝟑, 𝟒 to original line: this point lies on the line joining 𝐶 to the midpoint of 𝐴𝐵.
𝟔, 𝟖 The point 𝐻 has coordinates (𝑝1 + 𝑝2 + 𝑝3 , 𝑞1 + 𝑞2 +
Thus reflected point is 𝟗, 𝟏𝟐 𝑞3 ). Show that if the line 𝐴𝐻 intersects the line 𝐵𝐶 at
right angles, then 𝑝22 + 𝑞22 = 𝑝32 + 𝑞32 , and write down a
6,8
similar result if the line 𝐵𝐻 intersects the line 𝐴𝐶 at right
angles.
3,4 Deduce that if 𝐴𝐻 is perpendicular to 𝐵𝐶 and also 𝐵𝐻 is
perpendicular to 𝐴𝐶, then 𝐶𝐻 is perpendicular to 𝐴𝐵.
Distances between points
Recall: Δ (said ‘delta’) means “change in”.
How could we find the
(5,9) distance between these two
points?
Hint: Pythagoras
5
Δ𝑦 = 3 Form a right-angled triangle
using the change in 𝑥 and
change in 𝑦, then use
Pythagoras.
(1,6) Δ𝑥 = 4

 Distance between two points:

Δ𝑥 2 + Δ𝑦 2
Examples
Distance between:

(3,4) and 5,7 22 + 32 = 13

(5,1) and 6, −3 12 + 42 = 17
Fro Note: Unlike with gradient, we
(0, −2) and −1,3 12 + 52 = 26 don’t care if the difference is
positive or negative (it’s being
squared to make it positive
anyway!)

Quickfire Questions:

Distance between:

(1,10) and 4,14 32 + 42 = 5

(3, −1) and 0,1 32 + 22 = 13
(−4, −2) and −12,4 82 + 62 = 10
Area of Shapes
The diagram shows two lines with
𝑦 equations 𝑦 = 3𝑥 and 𝑥 + 2𝑦 = 4,
which intersect at the point 𝑃.
𝑦 = 3𝑥
a) Determine the coordinates of 𝑃.

𝑃 (We did this in a previous lesson)

Just solve two equations
simultaneously.
𝑥 + 2𝑦 = 4 𝒙 + 𝟐 𝟑𝒙 = 𝟒
𝟕𝒙 = 𝟒
𝟒
𝒙=
𝟕
𝑥 𝟒 𝟏𝟐
𝑂 𝑄 𝒚=𝟑 =
𝟕 𝟕

b) The line 𝑥 + 2𝑦 = 4 intersects

the 𝑥-axis at the point 𝑄. Determine
the area of the triangle 𝑂𝑃𝑄.
When 𝒚 = 𝟎, 𝒙 = 𝟒
𝟏 𝟏𝟐 𝟐𝟒
Area = 𝟐 × 𝟒 × 𝟕 = 𝟕
Further Example
a Determine the length of 𝑃𝑄.
𝑦
𝒙=𝟖−𝒚
2𝑦 = 𝑥 + 4 𝟐𝒚 = 𝟖 − 𝒚 + 𝟒
𝟑𝒚 = 𝟏𝟐
𝑅
𝒚=𝟒 → 𝒙=𝟒
𝑷(𝟒, 𝟒)
𝑃
When 𝒙 = 𝟎
𝑄 𝟐𝒚 = 𝟒
𝑥+𝑦 =8 𝒚=𝟐
𝑸(𝟎, 𝟐)
𝑥 Distance 𝑷𝑸:
𝑂
𝟒𝟐 + 𝟐𝟐 = 𝟐𝟎

Fro Tip: When finding areas of b Determine the area 𝑃𝑄𝑅.

triangles in exam questions, one 𝑹 𝟎, 𝟖
line is often vertical or horizontal.
Use 𝑹𝑸 as the base:
You should generally choose this
𝟏
to be the ‘base’ of your triangle. ∴ 𝑨𝒓𝒆𝒂 = × 𝟔 × 𝟒 = 𝟏𝟐
𝟐
Test Your Understanding
𝑦
a) Determine the coordinate of 𝑃.
𝑄 2𝑦 + 𝑥 = 12 𝑦=𝑥−3 𝟐 𝒙 − 𝟑 + 𝒙 = 𝟏𝟐
𝒙=𝟔 → 𝒚=𝟑

𝑃 b) Determine the area of 𝑃𝑄𝑅.

𝑹 𝟎, −𝟑
𝑸 𝟎, 𝟔
𝟏
𝑨𝒓𝒆𝒂 = × 𝟗 × 𝟔 = 𝟐𝟕
𝟐

c) Determine the length 𝑃𝑄.

𝑂 𝑥 𝑷 𝟔, 𝟑 , 𝑸 𝟎, 𝟔
𝑫𝒊𝒔𝒕 = 𝟔𝟐 + 𝟑𝟐 = 𝟒𝟓
𝑅
 Exercise 5G
Pearson Pure Mathematics Year 1/AS
Page 102-103

Extension Problems
1 [MAT 2001 1C]
The shortest distance from the origin to the line 3𝑥 + 4𝑦 = 25 is what?

𝟑
Gradient of 𝟑𝒙 + 𝟒𝒚 = 𝟐𝟓 is − 𝟒. Therefore gradient of line going
𝟒
through origin and closest point is 𝟑 (see diagram). This line
𝟒
therefore has equation 𝒚 = 𝟑 𝒙
Solving two equations simultaneously, we get point of intersection
𝑨(𝟑, 𝟒).
Therefore distance 𝑶𝑨 = 𝟑𝟐 + 𝟒𝟐 = 𝟓.

0,0
What’s the point of straight line equations?
We saw in Chapter 2 that lots of things in real life have a ‘quadratic’ relationship, e.g.
vertical height with time. Lots of real life variables have a ‘linear’ relationship, i.e.
there is a fixed increase/decrease in one variable each time the other variable goes
up by 1 unit.

Examples The relationship

between Celsius and
Car sales made and take
Fahrenheit.
home pay.

Temperature and
altitude (in a particular
location) (And a pure maths one:)
The 𝑛th term of an
arithmetic series.

3, 5, 8, 11, 14, …
Modelling
𝑦
100 A mathematical model is
an attempt to model a
A Level Maths Mark

80 real-life situation based on

mathematical concepts.
60
40 For this example, our model might
be a linear model with equation
20 𝒚 = 𝒎𝒙 + 𝒄 where 𝑥 is a
𝑥 student’s GCSE mark and 𝑦 is the
20 40 60 80 100 predicted A Level mark.
GCSE Maths mark

Such a linear model can be drawn as a line But if we choose a well-known model such as a
of best fit. linear one, then we can use established
The data obviously doesn’t fit this line mathematical theory in useful ways:
exactly. This chosen model may only • We need to choose the most appropriate
partially fit the data (and the further the ‘parameters’ 𝑚 and 𝑐 so the model best
points are away from the line, the less matches the data. You will learn in S1 there
suitable this model is). are existing techniques to do this.
We might decide another model, e.g. • We can then predict a student’s A Level mark
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, is more appropriate. based on their maths mark.
Example
𝑦
100

Temperature °𝐹
80
60
40
20

𝑥
50 100 150 200 250
Altitude (m)

The temperature 𝑦 at different points on a mountain is recorded at different altitudes 𝑥.

Suppose we were to use a linear model 𝑦 = 𝑚𝑥 + 𝑐.

a Determine 𝑚 and 𝑐 (you can assume the line goes through 0,70 and 250,20 .
−𝟕𝟎
𝒎=
= −𝟎. 𝟐 𝒄 = 𝟕𝟎
𝟐𝟓𝟎
b Interpret the meaning of 𝑚 and 𝑐 in this context.
The temperature at sea level is 𝟕𝟎°𝑪. The temperature goes down 𝟎. 𝟐°𝑪 for each extra
metre in altitude.
c Predict at what altitude the temperature reaches 0°𝐹.
𝟎 = −𝟎. 𝟐𝒙 + 𝟕𝟎 → 𝒙 = 𝟑𝟓𝟎°𝑪
Evaluating if a linear model is most suitable
Choosing a model for our data usually involves making simplifying
assumptions. For a linear model we are assuming:

The 𝑦 value goes up the same amount for each unit increase in 𝑥.

The current population of Bickerstonia is 26000. This year (2017) the population
increased by 150. Matt decides to model the population 𝑃 based on the years 𝑡
after 2017 by the linear model:
𝑃 = 𝑚𝑡 + 𝑐

Why might this not be a suitable model?

The population is unlikely to increase by the same amount each year.

i.e. the assumption

Fro Note: Population tends to grow/decline by a percentage each of a linear model is
year. Therefore a better model would be an exponential function violated.
𝑃 = 𝑎𝑏 𝑡 where 𝑎, 𝑏 are constants. The 𝑎 would be the initial
population and the 𝑏 the factor increase each year, e.g. 𝑏 = 1.1
would be a 10% annual growth.
Exercise 5H
Pearson Pure Mathematics Year 1/AS
Page 106-108