Advanced Math PDF

THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
MATHEMATICS ACADEMIC SYLLABUS FOR DIPLOMA IN SECONDARY

EDUCATION
2009
Ministry of Education and Vocational Training 2009
All rights reserved. No part of this publication may be reproduced, reported, stored in
any retrieval system or transmitted in any form or by any means of electronic,
mechanical, photocopying, recording or otherwise without the prior permission of the
copyright owner.
Designed and prepared by:

Tanzania Institute of Education
P.O. Box 35094
Dar -es -Salaam
Tanzania
DECLARATION
The Secondary Education Diploma course is a two year course which has been designed
to prepare professional teachers who will teach in ordinary level secondary schools. A
student teacher shall be recognized as a teacher when he/she successfully completes a
secondary education diploma course for two years within which he/she successfully
performed teaching practice.
This document is hereby declared as the Mathematics Academic Syllabus for Diploma
in Secondary Education course of 2009.
ii
TABLE OF CONTENTS
DECLARATION ................................................................................................................ ii
Introduction......................................................................................................................... v
Subject description.............................................................................................................. v
Rationale for review of the subject syllabus ....................................................................... v
Subject goals ....................................................................................................................... v
Subject Competences to be developed............................................................................... vi
Subject objectives .............................................................................................................. vi
Organization of the syllabus .............................................................................................. vi
Assessment of the subject .................................................................................................. vi
1.0 SIMILARITY AND CONGRUENCE ..................................................................... 1
1.1 Similar Figures.......................................................................................................... 1
1.2 Congruency of Triangles........................................................................................... 2
2.0 LOGIC ...................................................................................................................... 3
2.1 Statements ................................................................................................................. 3
2.2 Logical Connectives.................................................................................................. 3
2.3 Laws of Algebra of Propositions .............................................................................. 4
2.4 Validity of Arguments ............................................................................................... 5
2.5 Electrical Network ..................................................................................................... 6
3.0 CALCULATING DEVICES ..................................................................................... 7
3.1 Scientific Calculations ............................................................................................... 7
3.2 Computer Packages.................................................................................................... 7
4.0 COORDINATE GEOMETRY II............................................................................... 9
4.1 Conic section.............................................................................................................. 9
4.2 The parabola............................................................................................................... 9
4.3 The ellipse................................................................................................................ 10
4.4 The hyperbola .......................................................................................................... 11
5.0 LINEAR PROGRAMMING ................................................................................... 12
5.1 Graphical solution.................................................................................................... 12
5.2 Application of linear programming ......................................................................... 12
6.0 PROBABILITY ....................................................................................................... 14
6.1 Fundamental Principles of Counting (FPC)............................................................. 14
6.2 Permutations ............................................................................................................ 14
6.3 Combinations ........................................................................................................... 15
6.4 Probability Axioms and Theorems .......................................................................... 16
6.5 Conditional Probability............................................................................................ 17
7.0 ALGEBRA............................................................................................................... 18
7.1 Series........................................................................................................................ 18
7.2 Roots of polynomial function .................................................................................. 18
8.0 TRIGONOMETRY.................................................................................................. 20
8.1 Compound Angle Formulae..................................................................................... 20
8.2 Double Angle Formulae........................................................................................... 20
8.3 Factor Formulae ....................................................................................................... 21
9.0 DIFFERENTIATION .............................................................................................. 23
9.1 Differentiation of a Function ................................................................................... 23
iii
9.2
Applications of Differentiation ............................................................................. 23
10.0 INTEGRATION ................................................................................................... 25
10.1 Integration of a Function....................................................................................... 25
10.2 Applications of Integration ................................................................................... 25
11.0 HYPERBOLIC FUNCTIONS .............................................................................. 27
11.1 Definition of Hyperbolic Functions ...................................................................... 27
11.2 Derivative of Hyperbolic Functions...................................................................... 27
11.3 Integration of Hyperbolic Functions..................................................................... 28
12.0 VECTORS ............................................................................................................ 30
12.1 Vector representation ............................................................................................ 30
12.2 Dot product ........................................................................................................... 30
12.3 Cross Product ........................................................................................................ 31
Reference .......................................................................................................................... 32
iv
Introduction
This mathematics academic syllabus for Diploma in secondary Education is a
consolidated version of the 2007 syllabus. It has been improved to develop student
teachers academic ability to handle the ordinary level mathematics syllabus as well as
being able to continue with further education.
Subject description
The mathematics academic syllabus is a two years course. It will be implemented in the
teachers college and is estimated to take 128 hours. It is designed for student teacher
specializing in Mathematics. It aims at preparing teachers who have academic
competence for effective teaching of Basic and Additional Mathematics in the ordinary
level secondary schools.
Rationale for review of the subject syllabus

Mathematics is poorly performed subject at al levels of education in the country.
However its significance in all walks of life leaves much to be desired. Generally the
contents among other things include the mastery of what and how to teach
mathematics. This academic syllabus has been reviewed to addresses the what aspects
where student teachers are prepared to develop sound academic competences in ordinary
level secondary and also to be able to pursue further studies mathematics
Subject goals
The goal of teaching mathematics to prepare student teachers with mathematical
knowledge, skills and attitudes in solving mathematical problems; in which they will be
able to:(a)
master the ordinary level secondary mathematics ready for teaching
(b)
enhance the advanced level secondary mathematics ready for further studies.
Subject Competences to be developed

By the end of the course, the student teacher should have the ability to:
(a)
Interpret and solve Mathematics problems
(b)
Apply mathematics knowledge and skills in other related fields
(c)
Communicate precisely in a mathematical language
(d)
Apply the mathematical knowledge and skills for further studies.
Subject objectives
By the end of the course, the student teacher should be able to:
(a)
Understand basic principles and theories in Mathematics
(b)
Understand Mathematical concepts and their relation in other fields
(c)
Use Mathematics knowledge and skills in solving problems in daily life
(d)
Promote capabilities for studying mathematics in higher education.
Organization of the syllabus

This syllabus has been organized into topics and sub-topics. Each sub-topic consists of:
estimated time, specific objectives, proposed teaching and learning strategies, resources
and assessment procedures. You are strongly advised to use the proposed strategies
resources and assessment in order to achieve the required objectives. A reading list is
included at the end of the syllabus. This list is not exhaustive.
Assessment of the subject
The subject will be assessed as one examination paper. Continuous assessment will
contribute 25% for academic and 25 % for pedagogy. The final examination conducted
by NECTA will contribute 50% making a total mark of 100%. The Block Teaching
Practice (BTP) will be treated as an independent assessment item which carries 100%.
The following table illustrate the continuous assessment and final examination for
mathematics academic syllabus:
No
Assessment type
Frequency
Weight
Test
5%
Portfolio
5%
vi
Project
5%
Terminal exams
10%
Continuous
25%
Final exam ACK
50%
TOTAL
vii
100%
1.0
SIMILARITY AND CONGRUENCE
1.1
Similar Figures
Estimated Time: 4hours
Specific Objectives
By the end of this sub-topic, the student teacher should be able to:
a) Construct different polygons using paper cuttings and geo - board;
b) Identify similar polygons;
c) Prove similarity theorems using triangles; and
d) Solve problems using similarity theorems of triangles.
e) Apply similarity theorems in daily life.
Teaching and Learning Strategies

a) Demonstration on the construction of polygons;
b) Group work and discussion.
c) Demonstration of the proof of similarity theorems;
d) Individual exercise on solving problems involving similarity theorems
of triangles and real life experiences.
Teaching and Learning Resources

Manila sheets, Ruler, Pair of scissors, Razor blade, Flip charts and Marker pens.
Assessment Procedures
a) Observation schedule/checklist on drawing and cutting out the polygons.
b) Tests.
c) Written exercise
1.2 Congruency of Triangles

Estimated Time: 4 hours
Specific Objectives
a) Determine the conditions for congruence of triangles,
b) Prove congruence of triangles, and
c) Apply theorems on congruence of triangle to solve problems.
d) Identify triangular objects which are congruent in real life.

a) Discussion and presentation.
b) Demonstration on the proof of congruence of triangles.
c) Individual exercises.
d) Group work.

Manila sheets, Flip charts, Ruler, scissors, razor blades and Marker pens.
a) Quiz, written exercise.
b) Portfolio.
c) Anecdotal record
2.0
LOGIC
2.1
Statements
Specific Objectives
By the end of this sub-topic, the student teacher should be able to::
a) Identify mathematical statements and non mathematical statements;
b) Distinguish between simple and compound statements;
c) Analyse the difference between the converse and contrapositive of a
statement.

a) Brainstorming.
b) Group discussion and presentation.
c) Role play on generating logical statements which are used by
Lawyers.

Mixed examples of mathematical statements and non mathematical statements.
a) Quizzes and oral tests
b) Portfolios
c) Written report
2.2 Logical Connectives

Specific Objectives
a) Represent a compound sentence in symbolic form
b) Construct truth tables on compound statements of up to three

statements
c) Distinguish among tautologies, contradictions and equivalent
statements using truth tables.
d) Draw the meaning from the conclusion of the truth tables.

a) Questions and answers.
b) Demonstration on construction of truth tables of compound
statements.
c) Discussion and presentation.

Chart showing compound, sentences symbols and their meaning
a) Tests
b) Group assignments
c) Written exercise
2.3 Laws of Algebra of Propositions
Specific Objectives
a) Use the laws of algebra to simplify propositions;
b) Use the laws of algebra of propositions to prove equivalence of
statements; and
c) Apply laws of algebra in real life.
Small group discussions and presentations demonstration.

Prior knowledge of the laws of algebra.
a) Portfolio
b) Observations schedule
c) Written exercise
2.4
Validity of Arguments
Specific Objectives
a) Write down an argument in symbolic form;
b) Determine the validity of an argument.
c) Reflect on the significance of the valid argument.

a) Brainstorming
b) Interactive Lecture
c) Questions and answer.
d) Individual reflections.

Various arguments symbols and their meaning.
a) Observation schedule.
b) Peer assessment.
c) Written exercise
2.5 Electrical Network

Specific Objectives
a) Describe ways to represent compound statement into electrical network
and vice versa;
b) Represent compound statement in electrical network and vice-versa; and
c) Simplify electrical network.

a) Questions and answers
b) Discussion and presentation.
c) Demonstration of a simple electrical network by using electrical circuits
constructed in parallel and in series.

Various compound statement, electrical circuits.
a) Individual assignments.
b) Practical report
c) Observation checklist
3.0
CALCULATING DEVICES
3.1
Scientific Calculations
Estimated Time 3 hours
Specific Objectives
a)
Identify features of scientific calculator the significance of using

scientific calculators in working out mathematics problems.
b)
Use scientific calculators to perform mathematical computations.

(i)
Brainstorming and participatory lecture.
(ii)
Group practicals and activities.
Teaching and learning resources

Scientific calculation and guiding manuals.
Assessment Procedure
(i) Quiz and test.
(ii) Observation schedule.
3.2 Computer Packages
Estimated time: 4 hours
Specific objectives
By the end of this sub-topic, the student teacher should be able to::a) Identify the appropriate computer package for solving mathematics
problems
b) Describe the importance of different computer package.
c) Use computer package to solve related mathematical problems.

a) Think-pair-share.
b) Group discussion and presentation.
c) Demonstration.

Computers, Mathematical computer packages such as maple, matlab,
mathematical device SPSS.
a) Quiz.
b) Observation schedule.
c) Written exercise
4.0
COORDINATE GEOMETRY II
4.1
Conic section
Specific objectives
a) Describe the concept of conic section
b) Locate conic sections in a cone.

a) Group discussion and gallery walk.
b) Demonstration and practicals.

Cone, graph papers, rubber bend, geometrical board.
a) Practical drawing
b) Quiz.
c) Observation schedule.
4.2
The parabola
Specific Objectives
a) Derive an equation of a parabola.
b) Sketch the graph of a parabola.
c) Relate the concept of parabola with real life.

a) Demonstration.
b) Practical activities in small groups.

Graph paper, geoboard, rubber bends.
Assessment Procedure
a) Observation check list.
b) Individual exercises
c) Group reflection report.
4.3
The ellipse
Specific Objectives
a)
Derive an equation of an ellipse.
b)
Sketch the graph of an ellipse.
c)
Relate the concept of ellipse with real life.

a)
Demonstration.
b)
Practical activities in small graphs.
c)
Internet or library search on concept of ellipse with real life.

Graph papers, geoboard, rabbler bends.
Assessment procedures
a)
Observation check list
b)
Individual exercises.
c)
Group reflection report.
10
d)
4.4
Written Essay
The hyperbola
Specific Objectives
a)
Derive an equation of hyperbola.
b)
Sketch the graph of hyperbola.
c)
Reflect on the significance of hyperbola in daily life.

a)
Demonstration
b)
Practical activities in small groups.

Graph papers, geoboard, rabber bends.
Assessment Procedures.
a)
Observation checklist
b)
c)
Group reflection report.
11
5.0
LINEAR PROGRAMMING
5.1
Graphical solution
Specific Objectives
a) Solve linear programming problems graphically.
b) Find the minimum and maximum values using the objective function.
c) Analyse the meaning of minimum and maximum values.
Teaching and learning Strategies

a) Individual exercises.
b) Questions and answers.
c) Group discussion and presentation.

Geometrical instruments, graph papers, graph board and in rubber bands
a) Individual exercise.
b) Tests.
c) Group report.
5.2
Application of linear programming

Specific Objectives:
a) Transform transportation problems into a mathematical model
b) Solve transportation problems graphically.
c) Judge the essence of transportation problem in linear programming.
12

a) Group discussions and presentation.
b) Group practicals.
c) Think-pair-shore.

Geometrical instruments, graph papers, graph board and rubber bends.
a) Test.
b) Group report
c) Individual reflection.
13
6.0
PROBABILITY
6.1
Fundamental Principles of Counting (FPC)

Estimated Time: 3 hours.
Specific Objectives
a) Describe the fundamental principles of counting; and
b) Apply FPC to solve problems.
c) Identify the link between FPC and life problems.

a) KWL.
b) Group experiment.

Physical objects, mathematical set of instruments
a) Self assessment.
b) Group report
c) Quiz and written exercise.
6.2 Permutations
Specific Objectives
a) Explain the concept of permutations;
b) Describe different application of permutations
c) Apply permutations to solve problems.
14

a) Brainstorming.
b) Pair experimentation.

a) Self assessment.
b) Peer assessment.
c) Test.
6.3 Combinations
Specific Objectives
a) Explain the concept of combinations
b) Differentiate combinations from permutations
c) Apply combinations to solve problems.

b) Group experiments.

15
a) Group written report.
b) Written exercise
6.4 Probability Axioms and Theorems

Specific Objectives
a) Describe probability axioms; and
b) Use probability axioms to prove theorems.

i)
Questions and answer to establish the axioms, 0 P(E)
1,
P (E) =
P(E1) + P(E2) + P(E3) + .. + P(En) = 1 and P(E) + P(E1) = 1

ii)
iii)
Demonstration on the proofs of the theorems
P(A1
B1)
P(AUB)
P(A) P(B)
[(A B)' )]
=
P(A B) 1
=P(A1 B1)
P(A) +P(B) P(A B)
P(A) P(B)
Individual activities

Physical objects, mathematical set of instruments, prior knowledge on set.
a) Written tests
c) Self assessment.
d) Individual exercises
16
6.5 Conditional Probability

Specific objectives
a) Explain the meaning of conditional probability.
b) Apply conditional probability to solve problems.
c) Relate the concept of conditional probability to real life experiences.

a) Brainstorming.
b) Demonstration on the calculation of the conditional probability.
c) Min project to relate conditional probability with life.

Die, Coins, Physical objects and Flash cards
a) Quiz.
b) Observation checklist.
c) Min project report.
17
7.0
ALGEBRA
7.1
Series
Specific objectives
a) Use sigma notation in writing series.
b) Find the sum of the first 1st squares and cubic number.
Teaching and learning strategies
a) Demonstration and group discussion.
b) Questions and answers in finding sum of the first sequence and cubic
numbers.
Teaching and learning resources
Number cards, colored chalks and number patterns.
Assessment procedure
a) Group reflection
b) Tests.
c) Written exercise
7.2
Roots of polynomial function

Specific objectives
a)
Find roots of a polynomial function
b)
Identify the relationship between roots and coefficient of cubic

equations.
c)
Write equations from known roots.
18
Teaching and learning Strategies

a) Demonstration and pair discussion.
b) Individual exercise.

Colored chalks, number patterns.
Assessment procedure
a) Tests
b) Peer assessment
c) Written exercises
19
8.0
TRIGONOMETRY
8.1
Compound Angle Formulae

Specific Objectives
a) Derive the compound angle formulae; and
b) Simplify trigonometric expressions in solving compound angles.

b) Pair reflection.

Trigonometric tables and scientific calculators
c) Oral reflection.
8.2 Double Angle Formulae
Estimated Time: 4 hours.
Specific Objectives
a) Deduce the double angle formulae from compound angle formulae; and
b) Simplify trigonometric equations using double angle formulae.
20

a)
Discussion and presentation.
b)
Questions and answers.
c)
Pair reflection.

Trigonometric tables and scientific calculators.
c) Oral reflection.
8.3
Factor Formulae
Specific objectives
a) Derive the factor formulae by using the knowledge of compound angle
formulae.
b) Simplify expressions involving factor formulae; and
c) Solve trigonometric equations involving factor formulae.

a)
Question and answer.
b)

Trigonometric tables and scientific calculators.
i) Observation schedule on derivation of factor formulae.
21
ii) Tests.
iii) Written exercises.
22
9.0
DIFFERENTIATION
9.1
Differentiation of a Function
Specific Objectives
a) Differentiate polynomial functions;
b) Differentiate trigonometric functions and their inverses;
c) Differentiate exponential functions; and
d) Differentiate logarithmic function.

a) Groups discussion and jig-saw.
b) Individual exercises.
c) Group Reflection.

Graph papers, Graph board and rubber bands
a) Observation checklist.
b) Portfolio.
c) Reflection report
d) Written exercises
9.2 Applications of Differentiation

Specific Objectives
23
a) Find maximum and minimum values of a function;

b) Determine rates and change in velocity and acceleration and
c) Solve real life problems involving maximum and minimum values.

a) Pair discussion and presentation.
b) Out of class practicals.
c) Peer teaching.
d) Individual exercises.

Graph papers, Graph board
a) Pair assessment.
b) Observation schedule and practical report.
c) Group reflection.
24
10.0
INTEGRATION
10.1
Integration of a Function
Specific Objectives
a) Integrate polynomial functions
b) Integrate trigonometric functions
c) Integrate exponential functions
d) Integrate logarithmic functions.

a) Group discussion jig-saw and presentation.

Graph papers, Graph board and rubber bands.
b) Portfolio based on jig-saw presentation.
c) Reflection report.
d) Written exercise
10.2 Applications of Integration

Specific objectives
25
a) Calculate area under the curve;

b) Find area of a sector;
c) Calculate the volume of solids of revolutions and
d) Calculate the length of an arc.

a) Library search.
b) Out of class practicals.

Graph papers, Graph board and rubber bands.
a) Written notes;
b) Portfolio, practical report and reflection.
c) Tests.
26
11.0
HYPERBOLIC FUNCTIONS
11.1
Definition of Hyperbolic Functions

Specific Objectives
By the end of this sub-topic, the student-teacher should be able to:
a) Explain the concept of hyperbolic functions;
b) Draw graphs of hyperbolic functions; and
c) Solve problems involving hyperbolic functions.

a) KWL.
b) Activities drawing.

Graph papers and scientific calculators.
a) Self assessment.
c) Reflection report.
11.2
Derivative of Hyperbolic Functions

Specific Objectives
a) Differentiate hyperbolic functions;
b) Differentiate inverses of hyperbolic functions; and
c) Apply derivatives of hyperbolic functions to solve problems.
d) Relate differentiation of hyperbolic function with daily life.
27

a) Pair discussion.
c) Reflection.

Graph papers, scientific calculators, computer programmers such as maple drive
4 etc.
a) Tests.
b) Portfolio.
c) Written Group assignments.
11.3
Integration of Hyperbolic Functions

Specific Objectives
a) Integrate hyperbolic functions;
b) Apply hyperbolic functions to integrate other related functions.
c) Relate integration of hyperbolic functions with daily life.

a) Demonstration.
c) Reflection.

Graph papers, Scientific calculators, computers using programmers such as
maple, drive 4 etc.
28
a) Tests.
c) Anecdotal record.
29
12.0
VECTORS
12.1
Vector representation
Specific objectives
a)
Represent a vector in 3 dimensional space
b)
Find unit vector in a give direction in a 3 dimensional space
c)
Reflect on the practical experiences in real life connected to 3

dimensional space.

a)
Guide practicals activities on presenting a vector in 3 dimensional

spaces.
b)
Small group discussion and presentation.
Teaching and Leaning Resources

dimensional model, graph paper geometrical instruments, scientific a
inculcator and computer programmes.
12.2
a)
Observation checklist
b)
Group report.
c)
Written exercises
Dot product
Specific Objectives
a)
Find projection of a vector onto another vector.
b)
Prove cosine rule using dot product of vectors.
30

a)
Guided group discussion and presentation.
b)
Questions and answer.

Dimensional model, geometrical instruments, graph papers, tourch and
pointer.
12.3
a)
Individual exercise
b)
Tests.
Cross Product
Specific Objectives
a)
Calculate the areas of a triangle and a parallelogram using cross

product of vector
b)
Prove sine rule using cross product of two vector.

a)
Guided group discussion and presentation.
b)
Questions and answers.

Dimensional model geometrical instruments and graph papers.
a)
Group assignment.
b)
Tests.
c)
Anecdotal record.
31
Reference
Clarke, L.H (1977): Pure Mathematics at Advanced Level, Heinemann Educational
Books Ltd, Great Britain.
Fobes, M.P and Smyth R.B. (1963): Calculus and Analytic Geometry Vol 1, Prentice
- Hall Inc, London.
Ministry of Education and Culture. (1997): Advanced Level Mathematics Syllabus

Form V-VI, Dar es Salaam, Tanzania.
Ministry of Education and Culture (2005): Additional Mathematics Syllabus for

Secondary Schools Form I-IV, Dar es salaam, Tanzania.
Ministry of Education and Culture (1997): Basic Mathematics Syllabus for

Secondary Schools, Form V-VI, Dar es Salaam, Tanzania.
Shayo,L.K (1989): Advanced Level mathematics Vol 1, University Press, Dar es

Salaam, Tanzania.
Setek,W.M. (1989): Fundamental of Mathematics 5th Education, Macmillan
Publishing Company, New York.
32

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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

MATHEMATICS ACADEMIC SYLLABUS FOR DIPLOMA IN SECONDARY

Ministry of Education and Vocational Training 2009

Designed and prepared by:

Rationale for review of the subject syllabus

master the ordinary level secondary mathematics ready for teaching

Subject Competences to be developed

Interpret and solve Mathematics problems

Apply mathematics knowledge and skills in other related fields

Communicate precisely in a mathematical language

Apply the mathematical knowledge and skills for further studies.

Understand basic principles and theories in Mathematics

Understand Mathematical concepts and their relation in other fields

Use Mathematics knowledge and skills in solving problems in daily life

Promote capabilities for studying mathematics in higher education.

Organization of the syllabus

Final exam ACK

SIMILARITY AND CONGRUENCE

Teaching and Learning Strategies

Teaching and Learning Resources

1.2 Congruency of Triangles

Teaching and Learning Strategies

Teaching and Learning Resources

Teaching and Learning Strategies

Teaching and Learning Resources

2.2 Logical Connectives

b) Construct truth tables on compound statements of up to three

Teaching and Learning Strategies

Teaching and Learning Resources

Teaching and Learning Strategies

Small group discussions and presentations demonstration.

Teaching and Learning Resources

Teaching and Learning Strategies

Teaching and Learning Resources

2.5 Electrical Network

Teaching and Learning Strategies

Teaching and Learning Resources

Identify features of scientific calculator the significance of using

Use scientific calculators to perform mathematical computations.

Teaching and Learning Strategies

Brainstorming and participatory lecture.

Group practicals and activities.

Teaching and learning resources

Teaching and Learning Strategies

Teaching and Learning Resources

Teaching and Learning Strategies

Teaching and Learning Resources

Teaching and Learning Strategies

Teaching and Learning Resources

Derive an equation of an ellipse.

Sketch the graph of an ellipse.

Relate the concept of ellipse with real life.

Teaching and Learning Strategies

Practical activities in small graphs.

Internet or library search on concept of ellipse with real life.

Teaching and Learning Resources

Observation check list

Group reflection report.

Derive an equation of hyperbola.

Sketch the graph of hyperbola.

Reflect on the significance of hyperbola in daily life.