Conic Sections
Conic Sections
Conic Sections
Conic Sections
Appropriate for Grades 6-9
As presented by:
Virginia Laird
Rockwell High School
Richardson, Texas
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Conic Sections
Abstract/Personal Reflections
The unit in Algebra II that students and teachers
dread the most seems to be the one on conic sections. To overcome this fear, I have developed a
series of activities that have helped my students be
more successful in this unit. The manipulative
approach used in Lesson 1 of the study helps students realize that there is nothing to fear and that
there is a real reason for studying these unique
curves. Using technology helps students spend less
time erasing their mistakes and makes them more
eager to try to graph the different curves.
As they become more successful on the computer,
students are more willing to take the task to paper
and produce their own art work based on conic sections. The individual curves become more and more
realistic as the students investigate the real-world
areas that utilize each curve. Students are encouraged to investigate the use of conic sections in our
world, looking at everything from magazines, to
amusement parks, to the Internet
When each student completes his or her project,
there is a tremendous sense of accomplishment and
pride. Every student knows this is one Algebra II test
that all can pass. Parents and students have
acknowledged to me that one of the things they
remember most about Algebra II is the art project.
Success is its own reward!
For me, the biggest reward from this project has
been the recognition by students and parents that
Algebra II is a subject that students can master and
that I will be able to extend my project's availability
to students throughout the state.
Materials
Time Line
Teachers will need three weeks to complete the
entire unit.
Lesson 1
Conic Sections
Assessments
Prerequisites
Teacher: The teacher must be familiar with the
properties of conic sections and how to use either
a graphing calculator or a computer graphing
program. He or she should have a knowledge of
cooperative learning strategies to help enhance
student performance. Since these lessons cross
most levels of multiple intelligence, i.e.,
verbal/linguistic, body/kinesthetic, interpersonal,
logical/mathematical, visual/spatial, and intrapersonal, the teachers understanding of different
learning styles and different levels of critical
thinking is also helpful.
Students: Students should know how to solve a
quadratic equation by completing the square, how
to graph linear equations, and how to find the
equation of a line. Prior experience with the graphing utility is helpful. They should be familiar with
basic geometric shapes such as cones, rectangular
solids, and cubes. Some experience with journal
responses is also helpful because students will be
writing explanations in journal form.
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Lesson 1: Introduction to
Conic Sections
Note: The teacher should actually use the Play-doh
first before trying the lesson with the students.
Teachers may wish to pre-select the magazines or
web sites that students will visit to find examples
of conic sections.
Objectives:
Students will:
Materials:
Play-doh
string, markers, tape
large paper
magazines or newspapers and/or Internet access
Activities:
1. Divide students into groups of four, with each
student serving in a particular role: recorder,
materials manager, questioner, and reporter.
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Lessons 1 & 2
Conic Sections
Assessment:
Students are to receive 10 points for each conic
correctly identified in their real-world pictures, for
a total outcome of 100 points.
The journal writings are critiqued for accuracy
and corrective feedback provided. Students are
allowed to resubmit incorrect journal writings to
improve their performance.
Lesson 2: Development of
Graphing Circles and Ellipses
Objectives:
The student will be able to:
Activities:
1. Using computers, students work in groups of
two. They are given the following information
through direct teaching:
A circle is the set of all points in a plane
equidistant from a fixed point, called the center. The fixed distance is the radius. The standard form of a circle whose center is at the
point (h,k) is (x-h) 2 + (y-k) 2 = r 2. The radius
is r units.
An ellipse is the set of all points P in a plane
such that the sum of the distance from P to
two fixed points is a constant. The fixed points
are called foci (plural of focus). The standard
form of an ellipse that lies in the x-direction
with center (h,k) is
(x-h)2 + (y-k)2 = 1.
a2
b2
Conic Sections
Lessons 2, 3 & 4
The a 2 and b 2 positions are interchanged when
the ellipse is stretched in the y-direction. The
distance from the center to each vertex is a
units and the distance from the center to the
endpoints of the minor axis is b units. An
ellipses two foci are located c units from the
center on the major axis and are found by
applying the relationship a 2 - b 2 = c 2. The
ellipse's width is found by locating the latus
rectum, which is a set distance above and
below each focus determined by the value
2b2
a
2. Students use the graphing program and determine the effect of changing (h,k) and the values
of a and b for the ellipse. They record the location of the foci and the length of the latus rectum for each problem. Then they sketch the
result on graph paper and formulate a conclusion about the effects of changing the values.
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Activities:
1. The students are grouped in pairs and the necessary information given to them through the
direct teaching model. Students then explore
the effects of (h,k) and c upon the parabola
in each of the forms.
Lesson 3: Development of
Graphing of Parabolas
Objectives:
The student will be able to:
Materials:
computer graphing program
graph paper
Materials:
Activities:
1. Each student will work with a partner to discover
the characteristics of the graph of the hyperbola.
The following work sheet will be provided to the
students prior to their exploration.
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Conic Sections
x2 + y 2 = 1
16
9
4.
x2 + y 2 = 1
9
16
2.
(x-2)2 + (y+3) 2 = 1
16
9
5.
(x-2)2 + (y+3) 2 = 1
9
16
3.
(x+1)2 + (y-2) 2 = 1
6.
(x+1)2 + (y-2)2 = 1
16
9
9
16
A. Conclusions about (h,k): ___________________________________________
B. Conclusions about a and b: __________________________________________
C. Based on your observations, write the equation for the following ellipses.
1. (h,k) = (3,-2) and a=5, b=2 and major axis horizontal
2. (h,k) = (3,-2) and a=5, b=2 and major axis vertical
3. (h,k) = (-1,-3) and a=5, c=4 and major axis horizontal
4. (h,k) = (-1,-3) and b =3 , c=4 and major axis vertical
D. Use the computer program to graph the following circles and record your observations concerning
(h,k) and the radius. Suppose you wanted to find the diameter of each circle. What would you do?
Problems
1. x 2 + y 2 = 9
3. (x+3)2 + ( y + 1)2 = 16
2. (x - 3) 2 + ( y-1) 2 = 16
4. (x + 1) 2 + (y-5)2 = 9
Conclusions
To find the diameter when given the radius, I _____________________________________
To find the radius when given the diameter, I _____________________________________
Assessment
1.
2.
3.
4.
Write an explanation of the effects of changing (h,k) on both the circle and the ellipse.
Explain the effect of a and b on the ellipse.
Create 5 problems of your own that would be ellipses and circles.
Give 5 sets of data that would be sufficient for a partner to write the equation of
the circle or ellipse. For one of the circles, give the diameter instead of the radius.
5. List the problems and have your partner solve them, using the computer graphing program.
6. Write a summary of the difficulties, if any, that you and your partner experienced when checking your
problems. If no problems were encountered, sketch the graphs of the problems and show the equations.
Conic Sections
Problems
1. (x-2)2 = 4(y-1)
2. (x + 1) 2 = -4 (y + 1)
3. (y + 1)2 = -4 (x + 1)
4. (y-2)2 = 8 (x-1)
Conclusions
A parabola in the form of (x-h)2 = 4c ( y-k) turns _______ or ______. When 4c is a negtive number, the parabola turns _______, but if 4c is positive, the parabola turns _______. (h,k) represents
the _____of the parabola. A parabola in the form of (y-k)2 = 4c(x-h) turns _____ or ______. If 4c
is positive the parabola turns ______, but if 4c is negative the parabola turns _____. The focus is
located _____ units from the vertex and the latus rectum is _____ times this distance.
Assessment
The student will use the following assessment to evaluate Lesson 3:
A. Describe in paragraph form the following parabolas, then have your partner read and correct your description. Check your results by graphing each parabola on the computer.
Sketch each graph on your graph paper.
1. (x +2 ) 2 = -8 (y - 1) 2. ( y-2) 2 = 4 (x + 5)
B. Write the equation of the following parabolas, sketch a graph, then verify on the computer:
1. (h,k) = (2,3) c=3, turns right
3. (h,k) = (2,3) c=3 turns down
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Conic Sections
A. A hyperbola is the set of all points, P, in a plane such that the difference from P to two fixed
points, called foci, is a constant.
B. The standard from of the hyperbola with center (h,k) is
(x-h)2 _ (y-k)2 = 1 or (y-k) 2 - (x-h)2 = 1
a2
b2
a2
b2
C. The hyperbola is similar in some of its characteristics to the ellipse, but very different in others.
D. As you graph the following hyperbolas, watch for similarities and differences between this
curve and the ellipse listed next to it.
E. The foci for the hyperbola are defined by the relationship a2 + b2 = c2.
F. The latus rectum relationship is the same for both the hyperbola and the ellipse.
G. For each graph, list the vertices, the foci, the latus rectum distance, and the center.
Hyperbola
1. (x-2) 2 - (y-4)2 = 1
25
Ellipse
(x-2)2 + (y-4)2 = 1
25
9
2. (y-4)2 - (x-2)2 = 1
25
9
(x-2)2 + (y-4)2 = 1
9
25
3. (x+2) 2 - (y+1)2 = 1
4
16
(x+2)2 + (y-4)2 = 1
4
16
Assessment
Once all observations are listed and noted, additional problems from all conics are assigned.
Students graph on paper, then check their graphs on the computer. Next, students write their
own equations, one per conic, and check them on the computer.
Conic Sections
Lesson 5
Lesson 5: Creating a Picture
Using Conics
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Materials:
Objective:
graph paper
colored pencils or markers
computer graphics software or graphing calculator
Activities:
Students will be able to apply the graphing of
conics to a real-world situation by creating their
own picture.
Assessment:
A 70% will be awarded for having the minimum number of curves, the inequality, and the algebraic
solution. Points will be awarded for level of difficulty, extra equations, and overall presentation.
Scoring Rubric
Maximum points
6 conics/ 4 lines
50 points
inequality
10 points
algebra solution
10 points
11-25 equations
5 points
over 25 equations
10 points
presentation
10 points
level of difficulty
10 points
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Conic Sections