Unit #5

COORDINATE GEOMETRY - Conics

Objectives
M8-1
Apply the geometry of conic sections and sketch graphs of them: circle, ellipse, hyperbola, parabola
M8-11 choose and apply a variety of differentiation techniques to relations and functions
References:

Delta Maths Chapter 4, 37 and 38

Nulake Workbook: IAS Conics

Homework: for each hour in class, about an hour more is needed to effectively practise and process the work from that lesson, in readiness for
the next one. If you are having difficulty with something related to a lesson DO SOMETHING about it straight away.
Lesson

Detail
Introduction
Make a cone from play-dough about twice as tall as it is wide.
Investigate the shapes of the cut surfaces, if you slice through the cone:
// to the base
about 30 o to
// to its sloping side
the horizontal

Delta

Workbook

Try making a double cone

and look at the cut surfaces
when you make a vertical
cut as shown.

Revision of Level 2 concepts:

1-2

Gradient = difference in y co-ordinates

difference in x co-ordinates
= tan
where is the angle between the line and the positive x- direction

plus
homework
time

Equations for a straight line: when one point and gradient are known
What we are
learning:
Techniques
for working
with
coordinate
geometry
problems

difference in y co-ordinates = gradient x (difference in x co-ordinates)

i.e.
y - y1 = m x (x - x1)
- when gradient and y-intercept are known
y = mx + c
Special cases
- vertical line:
x = number
- horizontal line: y = number

Ex 4.2
1, 2
Ex 4.3
1, 2, 5
Ex 4.4
1a, 3, 4

Midpoint of a line (end points known)

(average of xs , average of ys )
Parallel Lines have equal gradients
Perpendicular Lines have gradient product of

tan
The angle, , between two lines
The Distance between two points

Ex 4.1
1a, 2a, 4a, 8

m1 m2
1 m1 m2

( x1 x 2 ) 2 ( y1 y 2 ) 2

Pages 3-5
Questions
1 - 12

Unit #5 continued
Lesson
3
plus
homework
time
What we
are
learning:
How to
use
algebra
and
calculus
to
describe
situations
involving
circles

4
plus
homework
time
What we
are
learning:
How to
use
algebra to
describe
locus
situations

Detail

Delta

complete the squares for x and y to determine the centre and radius.
(x a)2 + (y b)2 = r2 has centre (a, b) and radius r
(a,b)
x2 + y2 = r2 has centre (0,0) and radius r
r

Ex 37.1
Ex 37.2

dy
dx
Tangents and Normals to Circles
Use implicit differentiation, then rearrange to find the tangent gradient.

Ex 38.2
Ex 38.3

Circle Parametric Equations

these are separate equations for x and y using a third variable, .
X = rcos and
y = rsin

-a x 2

-b

is centred at (0,0)

Ex 37.3
Pages 16 - 21
(includes
Parametric form)

( x c) 2 ( y d ) 2

1
a2
b2
is centred at (c,d)

Questions
41 58

An ellipse is the locus of a point that

movesaso that the sum of its distances
-atwo fixed points is constant.
from

Ex 38.4

a Parametric Equations
Ellipse
-a equations for x and y using a third variable,
separate
. X = acos and
y = bsin
The Parabola
a

y = 4ax
vertex (0,0)
focus (a,0)
a)
directrix x = -a

-a

Parametric form
Pages 13 15
Questions
33 40

y2

1
a
a2 b2
The Ellipse

-a

y 2 = -4ax
vertex (0,0)
focus (-a,0)
directrix x = a

x 2 = 4ay
vertex (0,0)
focus (0,a)
directrix y = -a

x 2 = -4ay
vertex (0,0)
focus (0,directrix y = a
Ex 37.5
Pages 22 28
(includes
Parametric form)

What we
are
learning:
How to
use
algebra to
describe
locus
situations

Pages 9 12
Questions
24 32

A circle is the locus of a point that moves

so that its distance from a fixed point is constant.

4
plus
homework
time

x2 + y2 + fx + gy + h = 0

The Circle
-

Workbook

Questions
59 83
A Parabola is the locus of a point that moves so that it is always equidistant
from a fixed point (focus) and a fixed line (directrix).
Parabola Parametric Equations
separate equations for x and y using a third variable, .

X = at 2 and

y = 2at

Ex 38.6

Unit #5 continued
Lesson

Detail

Delta

Workbook

The Hyperbola
x2
y2
2 1
2
a
b
is centred at (0,0).
5
plus
homework
time
What we
are
learning:
How to
use
algebra to
describe
locus
situations

It has asymptotes y = b/a x

Ex 37.4

-a
a
2
( x c)
( y d )2

1
a2
b2
is centred at (c,d).

Pages 30 34
(includes
Parametric form)
Questions
84 101

It has asymptotes (y d) = b/a (x c)

A hyperbola is the locus of a point that
moves so that the difference of its distances
from two fixed points is constant.
Hyperbola Parametric Equations
separate equations for x and y using a third variable, .
X = asec and
Tangents and Normals

Ex 38.5

y = btan

- Merit

To find an expression for the gradient of a conic, use either:

implicit differentiation if there is a single conic equation given

or parametric differentiation, if the parametric conic equations are given
differentiate separately, then use the chain rule:

To evaluate the gradient of the tangent or normal to a conic at a given point:

dy
dy
d

dx
d
dx

6
plus
homework
time

dy
dx

evaluate,

the gradient of the normal is minus the reciprocal of tangent-gradient

, at the given point, by substituting x and y values

To find the equation of the tangent/normal to the circle at a given point:

use the formula for finding the equation of a straight line:
y y 1 = m(x x1)
Applications of Conic Sections
Flight paths, arch-ways, tunnel cross-sections, etc
Conic Sections : their Intersections, Tangents and Normals
Solve simultaneous equations to find points of intersection.
Substitute the line into the curve equation:
2 solutions
1 solution
0 solutions

Ex 38.1, 38.2

Ex 37.8

Pages 35 43
Questions
102 125

Unit #5 continued
Lesson

Detail

Delta

Homework book

Intersections of lines and conic sections - Merit

7
plus
homework
time

Substitute the LINE, y = mx + c , into the curve equation and solve for x.
If there are two x-values, then the line cuts through the conic and these x-values are the
x-coordinates of the points of intersection.
If there is only one x-coordinate, then the line must be a tangent to the circle.
If there are no real solutions, then the line does not intersect with the circle at all.

Pages 44 47
Questions
126 133

Substitute the x-value(s) back into the LINE y = mx + c to find the y-coordinate(s).
Directrix and eccentricity - Excellence

8
plus
homework
time

Eccentricity is a measure of how far a conic section deviates from being circular.
It is a number e 0.
When eccentricity e = 0, the conic is a circle.
When eccentricity 0 < e < 1, the conic is an ellipse.
When eccentricity e = 1, the conic is a parabola.
When eccentricity e > 1, the conic is a hyperbola.

Pages 48 52
Questions
134 146

The Directrix is a line used to define conic sections using locus (see below)
A conic section is defined as the locus of the set of points whose distance from the focus
is proportional to the horizontal distance from the directrix, where the eccentricity is the
constant of proportionality.
See page 343 in the Workbook for diagrams and further explanations.
Practical Activity: Locus is the set of points that satisfy some given conditions.
Equipment: closed loop of string, a pencil, 2 pins., sheet of plain paper.
Investigate the path (locus) of the tip of the pencil, when it moves, as shown below.
What shapes do you get? What special properties or characteristics do these shapes have?

pencil
9
plus
homework
What we are
learning:
How to use
algebra to
describe
locus
situations

loop the string

around two pins
and the pencil,
keeping it taut

loop the string

around one pin, and
the pencil, keeping it
taut

When the set of points (locus) occur in a specific pattern, the pattern may be described
by a recognizable algebraic formula, which is found by applying coordinate geometry
techniques to the situation.
[Most of the algebra associated with this work Merit/Excellemce]
Let (x, y) be a point that satisfies the given conditions.
Use (x, y) and the given conditions to write an equation (or inequation)
Simplify and rearrange, as appropriate
Draw diagrams to help organize the information sensibly.
Many problems involve conditions about distances between points.
Reminder: Isolate the

10
plus
homework
time

Ex 4.5
1a, 2, 3, 4a, 5

term then square both sides of the equation to undo it

Practice assessment task

This standard is internally assessed in Term 2 Week 5 (2015).

Pages 53 - 54