Running Header: CONIC SECTIONS

Conic Sections
Students Name
Institutional Affiliation

CONIC SECTIONS
Word Count: 2,675

2
CONIC SECTIONS

The conic sections can be termed as the non-degenerate curves made by the intersections of a
cones plane with at least one nappes. For a plane at right angles to the cone axis, a circle is
formed. But for a plane that isnt at right angle to the cone axis and that meets only one nappe,
the curve formed is either a parabola or an ellipse. The curve formed by a plane meeting both
nappes is known as a as a hyperbola (Fatade, Arigbabu and Wessels, 2011).
The conics or conic sections are curves formed by cuts or making sections, at certain angles by a
cone. To the earliest Greeks who were the first to explore their features, they knew of these
curves. However, ancient as these curves are, they have extremely modern applications for
instance, the aerial of television dish that brings films and sports into our households, and the
enormous radio telescopes like the one seen at Jodrell Bank in Cheshire that look further into
space, all rely on what is termed the reflective property of a conic (Fatade, Arigbabu and
Wessels, 2011).
The sections of a cone
If you slice a cone at various angles, then you will obtain various forms of conic division. There
are four diverse types we can acquire. First, you could make the obvious section or cut,
perpendicular to the cone axis. This gives you a circle. Afterward, you could cut at a particular
angle to the cone axis, so that you still obtain a closed curve that is not a circle anymore. This
curve is known as an ellipse. If you now decide to make a parallel cut to the cones generator,
you get an open curve, in other words known as a parabola. Lastly, you could make the angle of
the cut to be even steeper. If you imagine that you have a double cone, i.e. two cones both with
vertex (vertex-to-vertex), then you get the two divisions of a hyperbola (Fatade, Arigbabu and
Wessels, 2011).

Word Count: 2,675

3
CONIC SECTIONS

A conic section could more formally be described as the locus of point , which runs in the fixed
point plane known as focus and a fixed line known as the conic section directrix (with not on
) in a way that the fraction of distance of point P from point F to its distance from point d is a
constant e known as the eccentricity. If say e = 0, then the conic is known as a circle, and if 0 < e
< 1, then the conic is termed as an ellipse, whereas if e = 1, then we have a parabola, and in the
event that e > 1, then it is a hyperbola (Fatade, Arigbabu and Wessels, 2011).
Ellipses, parabola and hyperbolas are known as conic sections or conics since they result from
intersecting a plane with a cone as indicated:

Parabolas
This is a set of points on a plane halfway between from a particular line, known as the directrix,
and a single point away from the line, known as the focus. This is to say, if given a particular line
L has a point F called the focus and the directrix, then a point with coordinates (x, y) is found on

Word Count: 2,675

4
CONIC SECTIONS

the parabola, in case the shortest distance to the line and to the focus from it is equal as shown in
the picture below:

A parabola vertex is a point where the nearest interval to the directrix is at minimum.
Additionally, a parabola is made by the intersection of an oblique plane parallel to the cone side
with a cone. Remember that a quadratic function graph, a polynomial function of two degree, is
parabolic (Fatade, Arigbabu and Wessels, 2011). The equation of a parabola can be written in a
general form or it could be written in standard formula:
General form
Y = ax2 + bx + c
Standard form
Y = a (x h)2 + k
In this case a, b, and c are whole numbers, a 0. Both standard and general forms are beneficial
in determining the graphs general shape. Nonetheless, the student in this section will mostly be
learning how to obtain a standard form, which often is referred to as vertex form. For instance,
you are given a standard form quadratic function, (h, k) is the vertex. To confirm that this is true,
Word Count: 2,675

5
CONIC SECTIONS

consider drawing y = (x + 3)2 + 2 graph by means of transformations (Fatade, Arigbabu and

Wessels, 2011).
Y = x2 elementary squaring function
Y = (x + 3)2 horizontal movement to the left 3 units
Y = (x + 3)2 + 2 vertical movement upwards 2 units
It can be observed (3, 2) is the vertex. This could be determined from the equation directly, in
standard form,
Y = a (x h)2 + k
Y = [x (-3)]2 + 2
Written in this structure we can observe that the vertex is (3, 2). On the other hand, the equation
is basically not provided in standard structure. Changing to standard structure from general form,
by finalizing the square, is the primary process by which every conic section will be drawn.
The Ellipse in Standard Form
An ellipse is a set of points whose distances from two stationary points on a plane, known as
foci, have an aggregate that is equivalent to a positive (+ve) constant. This is to say, if points A1
and A2 are the foci (focus in plural) and D is a given positive (+ve) constant then point (x, y) is
on the ellipse in the event that d = d1 + d2 as shown below:

Word Count: 2,675

6
CONIC SECTIONS

Additionally, an ellipse could be designed by the joining of an oblique plane not parallel to the
cone side and doesnt intersect the cone base with a cone. Points where the distance between the
two figures is at maximum, on this oval shape, are known as vertices and describe the major axis.
An ellipse midpoint is the center between the vertices. On the other hand, the line segment via an
ellipse center characterized by two particular points on the ellipse whereby the distance is at
minimum between them is the minor axis. The minor axis endpoints are known as co-vertices
(Fatade, Arigbabu and Wessels, 2011).
In the event an ellipse major axis in a rectangular coordinate plane is parallel to the x-axis, the
ellipse is said to be horizontal. In case the y-axis is parallel to the major axis, the ellipse is said to
be vertical. In this segment, the main concern is how to sketch the two forms of ellipses.
Nonetheless, the ellipse has a lot of real-world applications and additional research on this rich
field is encouraged (Fatade, Arigbabu and Wessels, 2011). Where the focal point of a horizontal
ellipse in a rectangular co-ordinate plane is (h, k), the following is observed:

Word Count: 2,675

7
CONIC SECTIONS

As demonstrated a > b whereby a, a half of the major axis length, is known as the major/main
radius. In addition, b, a half of the minor axis length, is known as the minor radius. In standard
form, an ellipse equation is as follows:
(x h) 2 + (y k) 2 = 1
a2

b2

(h a, k) and (h, k b) are the vertices, and the alignment relies on upon a and b. In the event
that a > b, the ellipse is said to be horizontal and if a < b, the ellipse is then vertical and b turns
into the main radius. The ellipse graph is totally dictated by its alignment, major radius, minor
radius, and midpoint, all of which could be computed from its equation, which is printed in
standard from (Fatade, Arigbabu and Wessels, 2011).
Ellipse in General Form
As indicated above, an ellipse graph is absolutely determined by it alignment, major radius,
minor radius, and midpoint; which can be observed from its standard form equation. Then again,
the equation isnt generally provided in standard form. In general form, an ellipse equation is as
follows:

Word Count: 2,675

8
CONIC SECTIONS

Px2 + qy2 + cx + dy + e = 0
Whereby p, q > 0
The Hyperbola in Standard Form
A hyperbola can be defined as a set of points on a plane whose distance from two stationary
points, known as foci, has an outright distinction that is equivalent to a positive (+ve) constant.
This is to say, in case points B1 and B2 are the foci while d is the given positive (+ve) constant
then (x, y) is a point (mark) on the hyperbola where d = |d1 d2|
Furthermore, a hyperbola is shaped by the joining of a cone with a diagonal plane that meets the
base. It comprises of two different bends, known as branches. Points on the different graph
branches where the distance is minimum are known as vertices. The center between vertices of a
hyperbola is its midpoint. A hyperbola, contrary to a parabola, is asymptotic to specific lines
drawn via the middle. In this area, we will concentrate on sketching hyperbolas that open upward
and descending or right and left (Fatade, Arigbabu and Wessels, 2011). The asymptotes are
drawn hurriedly as they dont make up the graph; they basically demonstrate the graphs end
behavior. A hyperbola equation opening in a standard form left and right follows:
(x h) 2 (y k) 2 = 1
a2

b2

Here the midpoint is (h, k) while the vertices are (h a, k). A hyperbola equation opening
downwards and upward in standard form follows:

Word Count: 2,675

9
CONIC SECTIONS

(y k) 2 (x h) 2 = 1
b2

a2

The vertices here are (h, k b) and midpoint is (h, k).

The asymptotes are vital for defining the form of any hyperbola. With the standard shape, the
asymptotes are lines going through the midpoint (h, k) with gradient m = b/a. To effectively
draw the asymptotes we employ of two unique line sectors through the midpoint utilizing a & b.
Given a hyperbola, the transverse axis formed is the line segment by its vertices. On the other
hand, the conjugate axis can be defined as the line section through the middle at right angle to
the transverse axis (Fatade, Arigbabu and Wessels, 2011).
The rectangle illustrated by the conjugate and transverse axes is known as the basic rectangle.
The lines running through this rectangle corners have slopes m = b/a. These lines are
asymptotes that describe the hyperbolas shape. Thus, given standard form, most of the features
of a hyperbola are evident.

A Hyperbola in General Form

As earlier mentioned, a hyperbolas graph is absolutely determined by its asymptotes, midpoint
and vertices; which can be determined from the hyperbolas equation in standard form.
Nonetheless, the equation isnt always provided in standard form (Fatade, Arigbabu and Wessels,
2011). In general form, a hyperbola equation is as follows:
Px2 qy2 + cx + dy + e = 0 hyperbola opens left and right

Word Count: 2,675

10
CONIC SECTIONS

Qy2 px2 + cx + dy + e = 0 hyperbola opens upward and downward

Where p, q > 0
Various Approaches Employed in Teaching Conic Sections
Analytic Geometry
Analytic geometry, otherwise called Cartesian geometry, or coordinate geometry, is the research
of geometry utilizing a coordinate framework. In relation to synthetic geometry, this appears
differently. A Cartesian coordinate framework is a coordinate framework that determines every
point differently in a plane through a couple of numerical coordinates that are the marked
separations from the point to 2 stationary perpendicular coordinated lines, valued in the same
length unit. Every line of reference is known as a basically an axis or coordinate axis of the
structure, and the point of meeting is its inception, normally at (0, 0) ordered pair. The
coordinates can likewise be characterized as the perpendicular projections position of the point
on the two axes, stated as a signed distance from the source (Wong, 2007).
One can employ the same guideline to indicate the position of every point in three-dimensional
(3D) space by three (3) Cartesian coordinates, its marked distance to three commonly
perpendicular planes (or, identically, by its perpendicular projection onto three equally
perpendicular lines). Generally, n Cartesian coordinates (a component of actual n-space) stipulate
the point in n-dimensional Euclidean spaces for any measurement n. These coordinates are up to
sign, equivalent to distance from the given point to n equally at right angles hyperplanes.
Analytic geometry is broadly employed as a part of engineering and physics, and is the basis of
most advanced fields of geometry, comprising computational, arithmetical, differential, and

Word Count: 2,675

11
CONIC SECTIONS

discrete geometry. Normally the Cartesian coordinate framework is employed to manipulate

squares, mathematical equations for planes and straight lines, usually in two (2) and in some
cases in three dimensions (3D). Geometrically, one learns the Euclidean plane (three dimensions)
and Euclidean space (two dimensions). As taught in textbooks, analytic geometry could be
expounded all the more essentially: it is focused on representing and defining to geometrical
shapes in a number format and extricating numerical data from shapes' numerical representations
and definitions. The numerical yield, then again, may additionally be a shape or a vector. That
the real numbers algebra can be utilized to yield outcomes regarding the line continuum of
geometry depends on the axiom of CantorDedekind.
Euclidean Geometry
Euclidean Geometry is the secondary school geometry that everyone knows and loves. Its the
study of geometry in line with definitions, undefined terms (line, lane and point) and the
suppositions of the mathematician. It could also be termed as the study of plane or flat
space. These geometrical concepts can be easily illustrated by drawing or sketching on a flat
chalkboard or piece of paper. In flat space (plane), there are concepts such as: the closest
distance between two (2) points is one distinctive straight line and that the sum of angles in a
triangle is 180 degrees (Bengtsson, 2014).
Intersection points of two different points of two different lines are the simplest illustration in
Euclidean Geometry; i.e. either one point or doesnt exist in case the lines are parallel. The issue
of intersection of a hyperbola/parabola/ellipse with a different conic section results in a system of
quadratic equations that could be solved easily in exceptional cases though removal of one
coordinate. Generally, the intersection points could be determined through solving the equation

Word Count: 2,675

12
CONIC SECTIONS

via Newton iteration. In the event that a) both conics are provided indirectly (through an
equation) a two-dimensional Newton iteration and b) one given indirectly and the other
parametrically, a one-dimensional Newton iteration is required (Bengtsson, 2014).
New Inquiry-Based Learning Approach
The program begins with geometric constructions designed for drawing and plotting the charts of
conic segments; it gives a informal method for analyzing conics without the employment of
variable based math (algebra). The shapes and certain features of the conics, for example,
symmetry are studied. In the second phase, where a formal technique is employed, the conics
equations are gotten and utilized as devices as a part of countless tangency issues identified with
circles. It permits students to employ technology, for example, algebraic and graphic calculators,
and advanced mathematics programs (Lazarov, 2012).
Two key disadvantages of the traditional approach (Analytic and Euclidean Geometry) of
presenting conics to high school students include:
Students difficulties in stating the correlation between the a parameter of the y = ax2 quadratic
function and its graph shape. The gap existing between the two perspectives on the conics in the
traditional approach: the algebraic outlook of the quadratic equation graph, and the analyticgeometry outlook of loci (Wong, 2007).

Recommendations

Word Count: 2,675

13
CONIC SECTIONS

I would recommend the last approach (new inquiry-based learning) for teaching conic sections
owing to the following benefits:
The key benefits of the new method to handle conic divisions are that its computer friendly
(incorporates computer technology); the employment of technology is a vital piece of it. Its
advantages are as follows:
An ever changing computer program could be viably employed to lead investigations and studies
to explore the features of these vital curves through drawing, plotting, and the employment of
variables.
Employing the conics as implements, the recently developed graphical and algebraic techniques
take into account the wide employment of algebraic and graphic calculators in unraveling an
extensive collection of tangency issues identified with circles.
Presentations could be made in a lively and interesting manner through animations and
illustrations. Students are urged to employ interactive animations since they are an ideal method
for demonstrating the transformations and factors influencing the form and shape of a conic.

References
Word Count: 2,675

14
CONIC SECTIONS

Bengtsson, A. (2014). When Mathematics Teacher Focus Discussion on Slopes. Smaland,

Sweden: Linnaeus University
Fatade, A. O., Arigbabu, A. A. and Wessels, D. C. J. (2011). Teaching Conic Sections and Their
Applications. Journal of Modern Mathematics and Statistics, 5(3), 60 65
Lazarov, B. (2012). An Approach to Incorporate Dynamic Geometry Systems in Secondary
School Model with Module. The Teaching of Mathematics, XV (1), 21 - 31
Wong, L. (2007). The Effect of Using the Conic Graphic Application on Teaching and Learning.
St. John Fisher College. Mathematical and Computing Sciences Masters. Paper 55

Word Count: 2,675