The document describes the definition and properties of a parabola. It states that a parabola is the locus of a point such that its distance from a fixed point (the focus) is equal to its distance from a fixed line (the directrix). The document derives the standard equation of a parabola, x^2 = 4ay, and defines the key elements of a parabola including the vertex, focus, directrix, and focal length. It provides an example of calculating these elements for a given parabola equation.
The document discusses the definition and properties of a parabola. A parabola is defined as the locus of a point where the distance from a fixed point (the focus) is equal to the distance from a fixed line (the directrix). Key properties include:
- The vertex is at (0,0)
- The equation relating x, y, and the focal length a is x2 = 4ay
- Given this equation, one can find the focus, directrix, and focal length
The document summarizes key aspects of parabolas as conic sections:
1) A parabola is defined as the set of points in a plane that are equidistant from a fixed point (the focus) and a fixed line (the directrix).
2) The standard form of the equation of a parabola is y=ax^2, where the vertex is at the origin, the focus is on the y-axis, and the directrix is the x-axis.
3) Examples are worked through to find the equation, focus, directrix, and other properties of parabolas given information like the vertex or standard form equation.
The document provides an overview of Module 1 of an analytic geometry course, which covers conic sections. Lesson 1 focuses specifically on circles. It defines a circle, discusses the standard form of a circular equation, and how to graph circles. It also provides an example of stating the center and radius of a circle given its equation. The objectives are to illustrate different conic sections including circles, define and work with circular equations, and solve problems involving circles.
This document contains questions from a fourth semester engineering examination on design and analysis of algorithms. It asks students to:
1) Define asymptotic notations and analyze the time complexity of a sample algorithm.
2) Solve recurrence relations for different algorithms.
3) Explain how bubble sort and quicksort work, including tracing quicksort on a sample data set and deriving its worst case complexity.
4) Write the recursive algorithm for merge sort.
The document contains questions assessing students' understanding of algorithm analysis, asymptotic notations, solving recurrence relations, and sorting algorithms like bubble sort, quicksort, and merge sort.
This document contains the questions from an Engineering Mathematics examination from December 2012. It covers topics like:
- Using Taylor's series method and Runge-Kutta method to solve initial value problems
- Using Milne's method, Adams-Bashforth method, and Picard's method to solve differential equations
- Properties of analytic functions and bilinear transformations
- Evaluating integrals using Cauchy's integral formula and finding Laurent series
- Expressing polynomials in terms of Legendre polynomials
- Concepts related to probability distributions like binomial, exponential and normal distributions
- Hypothesis testing and confidence intervals
The questions test the students' understanding of numerical methods for solving differential equations, complex analysis topics, orthogonal
The document defines key concepts in linear kinematics including:
1) Spatial reference frames which provide axes to describe position and direction in 1, 2, or 3 dimensions.
2) Linear concepts such as position, displacement, distance, velocity, and speed. Displacement is the change in position, velocity is the rate of change of position, and speed is the distance traveled per unit time.
3) Methods for calculating displacement, velocity, and speed using change in position over change in time. Velocity is a vector while speed is a scalar.
The document discusses slope and how to calculate it using the formula of rise over run. It provides examples of finding the slope of lines given two points on each line. Specifically, it shows that the slope of the line through points (9, -2) and (3, -2) is 0, meaning it is a horizontal line, while the slope of the line through points (3, 12) and (3, -4) is undefined, indicating it is a vertical line.
The document discusses the definition and properties of a parabola. A parabola is defined as the locus of a point where the distance from a fixed point (the focus) is equal to the distance from a fixed line (the directrix). Key properties include:
- The vertex is at (0,0)
- The equation relating x, y, and the focal length a is x2 = 4ay
- Given this equation, one can find the focus, directrix, and focal length
The document summarizes key aspects of parabolas as conic sections:
1) A parabola is defined as the set of points in a plane that are equidistant from a fixed point (the focus) and a fixed line (the directrix).
2) The standard form of the equation of a parabola is y=ax^2, where the vertex is at the origin, the focus is on the y-axis, and the directrix is the x-axis.
3) Examples are worked through to find the equation, focus, directrix, and other properties of parabolas given information like the vertex or standard form equation.
The document provides an overview of Module 1 of an analytic geometry course, which covers conic sections. Lesson 1 focuses specifically on circles. It defines a circle, discusses the standard form of a circular equation, and how to graph circles. It also provides an example of stating the center and radius of a circle given its equation. The objectives are to illustrate different conic sections including circles, define and work with circular equations, and solve problems involving circles.
This document contains questions from a fourth semester engineering examination on design and analysis of algorithms. It asks students to:
1) Define asymptotic notations and analyze the time complexity of a sample algorithm.
2) Solve recurrence relations for different algorithms.
3) Explain how bubble sort and quicksort work, including tracing quicksort on a sample data set and deriving its worst case complexity.
4) Write the recursive algorithm for merge sort.
The document contains questions assessing students' understanding of algorithm analysis, asymptotic notations, solving recurrence relations, and sorting algorithms like bubble sort, quicksort, and merge sort.
This document contains the questions from an Engineering Mathematics examination from December 2012. It covers topics like:
- Using Taylor's series method and Runge-Kutta method to solve initial value problems
- Using Milne's method, Adams-Bashforth method, and Picard's method to solve differential equations
- Properties of analytic functions and bilinear transformations
- Evaluating integrals using Cauchy's integral formula and finding Laurent series
- Expressing polynomials in terms of Legendre polynomials
- Concepts related to probability distributions like binomial, exponential and normal distributions
- Hypothesis testing and confidence intervals
The questions test the students' understanding of numerical methods for solving differential equations, complex analysis topics, orthogonal
The document defines key concepts in linear kinematics including:
1) Spatial reference frames which provide axes to describe position and direction in 1, 2, or 3 dimensions.
2) Linear concepts such as position, displacement, distance, velocity, and speed. Displacement is the change in position, velocity is the rate of change of position, and speed is the distance traveled per unit time.
3) Methods for calculating displacement, velocity, and speed using change in position over change in time. Velocity is a vector while speed is a scalar.
The document discusses slope and how to calculate it using the formula of rise over run. It provides examples of finding the slope of lines given two points on each line. Specifically, it shows that the slope of the line through points (9, -2) and (3, -2) is 0, meaning it is a horizontal line, while the slope of the line through points (3, 12) and (3, -4) is undefined, indicating it is a vertical line.
The document outlines research on developing optimal finite difference grids for solving elliptic and parabolic partial differential equations (PDEs). It introduces the motivation to accurately compute Neumann-to-Dirichlet (NtD) maps. It then summarizes the formulation and discretization of model elliptic and parabolic PDE problems, including deriving the discrete NtD map. It presents results on optimal grid design and the spectral accuracy achieved. Future work is proposed on extending the NtD map approach to non-uniformly spaced boundary data.
The document discusses how the first derivative can be used to analyze curves geometrically. It indicates that the first derivative measures the slope of the tangent line to a curve. If the derivative is positive, the curve is increasing; if negative, decreasing; and if zero, the curve is stationary. As an example, it finds the stationary points of the curve y = 3x^2 - x^3 and determines that they are a minimum at (0,0) and an inflection point at (2,4).
D. Ishii, K. Ueda, H. Hosobe, A. Goldsztejn: Interval-based Solving of Hybrid...dishii
An approach to reliable modeling, simulation and verification of hybrid systems is interval arithmetic, which guarantees that a set of intervals narrower than specified size encloses the solution. Interval-based computation of hybrid systems is often difficult, especially when the systems are described by nonlinear ordinary differential equations (ODEs) and nonlinear algebraic equations.We formulate the problem of detecting a discrete change in hybrid systems as a hybrid constraint system (HCS), consisting of a flow constraint on trajectories (i.e. continuous functions over time) and a guard constraint on states causing discrete changes. We also propose a technique for solving HCSs by coordinating (i) interval-based solving of nonlinear ODEs, and (ii) a constraint programming technique for reducing interval enclosures of solutions. The proposed technique reliably solves HCSs with nonlinear constraints. Our technique employs the interval Newton method to accelerate the reduction of interval enclosures, while guaranteeing that the enclosure contains a solution.
Elementary Landscape Decomposition of Combinatorial Optimization Problemsjfrchicanog
This document discusses elementary landscape decomposition for analyzing combinatorial optimization problems. It begins with definitions of landscapes, elementary landscapes, and landscape decomposition. Elementary landscapes have specific properties, like local maxima and minima. Any landscape can be decomposed into a set of elementary components. This decomposition provides insights into problem structure and can be used to design selection strategies and predict search performance. The document concludes that landscape decomposition is useful for understanding problems but methodology is still needed to decompose general landscapes.
The document discusses key concepts in hypothesis testing including:
1) A telescope manufacturer wants to test if a new telescope's standard deviation in resolution is below 2 when focusing on objects 500 light-years away based on a sample of 30 measurements with a standard deviation of 1.46.
2) Hypothesis testing involves a null hypothesis (H0) and alternative hypothesis (H1), and the two types of possible errors - Type I and Type II.
3) The probabilities of Type I and Type II errors depend on the critical region used to determine whether to reject the null hypothesis.
The document discusses writing equations of lines. It provides two forms for writing equations of lines: slope-intercept form (y=mx+b) and point-slope form (y-y1=m(x-x1)). An example problem finds the slope and y-intercept of two lines given by their equations in slope-intercept form and graphs the lines.
The document summarizes a meeting of the 3rd Thematic Network on photometric stereo estimation from spectral systems. It discusses using photometric stereo techniques to simultaneously recover spectral reflectance and surface relief from images. Specifically, it presents using an RGB digital camera to do this and recover 3D shape and albedo from surfaces under different lighting conditions. Results show good color recovery with around 2% total error between original and simulated images under the same illuminant but different geometries.
IJERD (www.ijerd.com) International Journal of Engineering Research and Devel...IJERD Editor
This document presents a theorem that establishes the existence of a fixed point for a mapping under a general contractive condition of integral type. The mapping considered generalizes various types of contractive mappings in an integral setting. The theorem proves that if a self-mapping on a complete metric space satisfies the given integral inequality involving the distance between images of points, where the integral involves a non-negative, summable function, then the mapping has a unique fixed point. Furthermore, the sequence of repeated applications of the mapping to any starting point will converge to this fixed point. The proof involves showing the distance between successive terms in the sequence decreases according to the integral inequality.
This document discusses techniques for evaluating integrals involving exponential functions. It introduces the formulas for integrating exponentials and differentiating them. Several important definite integrals are evaluated, such as the integral from 0 to infinity of e^-ax dx = 1/a. Graphs are used to visualize these integrals. The document then evaluates the more complex integral from negative infinity to positive infinity of e^-ax^2 dx using a change of variables technique. Finally, it discusses how these integrals can be used in kinetic theory and derives an important ratio and normalization factor for Maxwell's velocity distribution.
1. The document contains a 4 part engineering mathematics exam with multiple choice and numerical problems.
2. Problems involve differential equations, Taylor series approximations, numerical methods like Euler's method and Picard's method, complex analysis, probability, and statistics.
3. Questions range from deriving equations like the Cauchy-Riemann equations, to evaluating integrals using Cauchy's integral formula, to finding confidence intervals and performing hypothesis tests on statistical data.
This document discusses Bayesian nonparametric posterior concentration rates under different loss functions.
1. It provides an overview of posterior concentration, how it gives insights into priors and inference, and how minimax rates can characterize concentration classes.
2. The proof technique involves constructing tests and relating distances like KL divergence to the loss function. Examples where nice results exist include density estimation, regression, and white noise models.
3. For the white noise model with a random truncation prior, it shows L2 concentration and pointwise concentration rates match minimax. But for sup-norm loss, existing results only achieve a suboptimal rate. The document explores how to potentially obtain better adaptation for sup-norm loss.
This document discusses finding the equation of the chord of contact of a parabola given an external point. It provides two approaches: (1) using parametric equations to derive the chord of contact equation as x0x = 2a(y0 + y) and (2) using Cartesian coordinates to show that the external point lies on the tangent lines, also deriving the chord of contact equation as x0x = 2a(y0 + y). It then lists related exercises.
The document discusses inverse functions. An inverse function f^-1(x) is obtained by interchanging x and y in the original function f(x). For f^-1(x) to be a function, there must be a unique y-value for each x-value. A function and its inverse are reflections across the line y=x. The domain of f(x) is the range of f^-1(x), and vice versa. To test if an inverse function exists, use the horizontal line test or check if rewriting the inverse relation as y=g(x) yields a unique expression for y. If an inverse function exists, f^-1(f(x)) = x and f(
The document discusses circle geometry and properties of triangles. It contains three theorems about circles: 1) A circle drawn through the vertices of a right triangle with the hypotenuse as diameter will be tangent to the third side. 2) If two points subtend the same angle from an interval on the same side, the four points are concyclic. 3) If opposite angles of a quadrilateral are supplementary, it is cyclic. It also discusses the four centers of a triangle: the incentre, circumcentre, centroid, and orthocentre and their properties. Finally, it proves the relationship between trigonometric ratios and the sides of a triangle if the triangle is inscribed in a circle.
The document contains formulae for simple interest, compound interest, depreciation, and investing money through regular instalments. It provides the formulae, explanations of the variables, and examples of how to apply the formulae to calculate interest earned, future value, depreciated value, and retirement savings from regular contributions.
The document discusses calculating volumes of solids using discs and washers by slicing the solid perpendicular to the axis of rotation. It provides examples of finding the volume generated when rotating an area about the x-axis and y-axis. One example finds the volume is 512π/15 units3 when rotating the area between the parabola y = 4 - x2 and the x-axis about the x-axis.
11X1 T06 05 arrangements in a circle (2010)Nigel Simmons
This document discusses the differences between arranging objects in a line versus arranging them in a circle. When objects are arranged in a line, there is a definite start and end point, so the first object can be placed in any of n positions. However, when objects are arranged in a circle, there is no definite start or end, so the number of arrangements for the first object is always 1, since its position defines where the circle begins. As a result, the total number of arrangements of n objects in a circle is n!, while the number in a line is n*(n-1)*(n-2)...1. Examples are provided to illustrate calculating arrangements of objects in circles.
The document discusses relationships between binomial coefficients. It introduces the binomial theorem, which expresses (1 + x)n as the sum of terms involving binomial coefficients nCk and powers of x from k = 0 to k = n. It provides two examples: (1) Finding the sum of all binomial coefficients from k = 1 to n, which equals 2n - nC0; and (2) Showing that the sum of binomial coefficients for odd powers of k (nC1 + nC3 + ...) equals half the difference between (1 + 1)n and (1 - 1)n.
The document discusses permutations of objects where some objects are the same. It provides examples of calculating the number of permutations for sets of objects with varying numbers of identical objects. The key points are:
- The number of permutations of n objects with x identical objects is calculated as n! / x!.
- This accounts for the number of ways to arrange the n objects overall divided by the number of ways to arrange the x identical objects.
- Examples are given calculating the permutations of words that can be formed from letters where some letters are duplicated.
The document outlines research on developing optimal finite difference grids for solving elliptic and parabolic partial differential equations (PDEs). It introduces the motivation to accurately compute Neumann-to-Dirichlet (NtD) maps. It then summarizes the formulation and discretization of model elliptic and parabolic PDE problems, including deriving the discrete NtD map. It presents results on optimal grid design and the spectral accuracy achieved. Future work is proposed on extending the NtD map approach to non-uniformly spaced boundary data.
The document discusses how the first derivative can be used to analyze curves geometrically. It indicates that the first derivative measures the slope of the tangent line to a curve. If the derivative is positive, the curve is increasing; if negative, decreasing; and if zero, the curve is stationary. As an example, it finds the stationary points of the curve y = 3x^2 - x^3 and determines that they are a minimum at (0,0) and an inflection point at (2,4).
D. Ishii, K. Ueda, H. Hosobe, A. Goldsztejn: Interval-based Solving of Hybrid...dishii
An approach to reliable modeling, simulation and verification of hybrid systems is interval arithmetic, which guarantees that a set of intervals narrower than specified size encloses the solution. Interval-based computation of hybrid systems is often difficult, especially when the systems are described by nonlinear ordinary differential equations (ODEs) and nonlinear algebraic equations.We formulate the problem of detecting a discrete change in hybrid systems as a hybrid constraint system (HCS), consisting of a flow constraint on trajectories (i.e. continuous functions over time) and a guard constraint on states causing discrete changes. We also propose a technique for solving HCSs by coordinating (i) interval-based solving of nonlinear ODEs, and (ii) a constraint programming technique for reducing interval enclosures of solutions. The proposed technique reliably solves HCSs with nonlinear constraints. Our technique employs the interval Newton method to accelerate the reduction of interval enclosures, while guaranteeing that the enclosure contains a solution.
Elementary Landscape Decomposition of Combinatorial Optimization Problemsjfrchicanog
This document discusses elementary landscape decomposition for analyzing combinatorial optimization problems. It begins with definitions of landscapes, elementary landscapes, and landscape decomposition. Elementary landscapes have specific properties, like local maxima and minima. Any landscape can be decomposed into a set of elementary components. This decomposition provides insights into problem structure and can be used to design selection strategies and predict search performance. The document concludes that landscape decomposition is useful for understanding problems but methodology is still needed to decompose general landscapes.
The document discusses key concepts in hypothesis testing including:
1) A telescope manufacturer wants to test if a new telescope's standard deviation in resolution is below 2 when focusing on objects 500 light-years away based on a sample of 30 measurements with a standard deviation of 1.46.
2) Hypothesis testing involves a null hypothesis (H0) and alternative hypothesis (H1), and the two types of possible errors - Type I and Type II.
3) The probabilities of Type I and Type II errors depend on the critical region used to determine whether to reject the null hypothesis.
The document discusses writing equations of lines. It provides two forms for writing equations of lines: slope-intercept form (y=mx+b) and point-slope form (y-y1=m(x-x1)). An example problem finds the slope and y-intercept of two lines given by their equations in slope-intercept form and graphs the lines.
The document summarizes a meeting of the 3rd Thematic Network on photometric stereo estimation from spectral systems. It discusses using photometric stereo techniques to simultaneously recover spectral reflectance and surface relief from images. Specifically, it presents using an RGB digital camera to do this and recover 3D shape and albedo from surfaces under different lighting conditions. Results show good color recovery with around 2% total error between original and simulated images under the same illuminant but different geometries.
IJERD (www.ijerd.com) International Journal of Engineering Research and Devel...IJERD Editor
This document presents a theorem that establishes the existence of a fixed point for a mapping under a general contractive condition of integral type. The mapping considered generalizes various types of contractive mappings in an integral setting. The theorem proves that if a self-mapping on a complete metric space satisfies the given integral inequality involving the distance between images of points, where the integral involves a non-negative, summable function, then the mapping has a unique fixed point. Furthermore, the sequence of repeated applications of the mapping to any starting point will converge to this fixed point. The proof involves showing the distance between successive terms in the sequence decreases according to the integral inequality.
This document discusses techniques for evaluating integrals involving exponential functions. It introduces the formulas for integrating exponentials and differentiating them. Several important definite integrals are evaluated, such as the integral from 0 to infinity of e^-ax dx = 1/a. Graphs are used to visualize these integrals. The document then evaluates the more complex integral from negative infinity to positive infinity of e^-ax^2 dx using a change of variables technique. Finally, it discusses how these integrals can be used in kinetic theory and derives an important ratio and normalization factor for Maxwell's velocity distribution.
1. The document contains a 4 part engineering mathematics exam with multiple choice and numerical problems.
2. Problems involve differential equations, Taylor series approximations, numerical methods like Euler's method and Picard's method, complex analysis, probability, and statistics.
3. Questions range from deriving equations like the Cauchy-Riemann equations, to evaluating integrals using Cauchy's integral formula, to finding confidence intervals and performing hypothesis tests on statistical data.
This document discusses Bayesian nonparametric posterior concentration rates under different loss functions.
1. It provides an overview of posterior concentration, how it gives insights into priors and inference, and how minimax rates can characterize concentration classes.
2. The proof technique involves constructing tests and relating distances like KL divergence to the loss function. Examples where nice results exist include density estimation, regression, and white noise models.
3. For the white noise model with a random truncation prior, it shows L2 concentration and pointwise concentration rates match minimax. But for sup-norm loss, existing results only achieve a suboptimal rate. The document explores how to potentially obtain better adaptation for sup-norm loss.
This document discusses finding the equation of the chord of contact of a parabola given an external point. It provides two approaches: (1) using parametric equations to derive the chord of contact equation as x0x = 2a(y0 + y) and (2) using Cartesian coordinates to show that the external point lies on the tangent lines, also deriving the chord of contact equation as x0x = 2a(y0 + y). It then lists related exercises.
The document discusses inverse functions. An inverse function f^-1(x) is obtained by interchanging x and y in the original function f(x). For f^-1(x) to be a function, there must be a unique y-value for each x-value. A function and its inverse are reflections across the line y=x. The domain of f(x) is the range of f^-1(x), and vice versa. To test if an inverse function exists, use the horizontal line test or check if rewriting the inverse relation as y=g(x) yields a unique expression for y. If an inverse function exists, f^-1(f(x)) = x and f(
The document discusses circle geometry and properties of triangles. It contains three theorems about circles: 1) A circle drawn through the vertices of a right triangle with the hypotenuse as diameter will be tangent to the third side. 2) If two points subtend the same angle from an interval on the same side, the four points are concyclic. 3) If opposite angles of a quadrilateral are supplementary, it is cyclic. It also discusses the four centers of a triangle: the incentre, circumcentre, centroid, and orthocentre and their properties. Finally, it proves the relationship between trigonometric ratios and the sides of a triangle if the triangle is inscribed in a circle.
The document contains formulae for simple interest, compound interest, depreciation, and investing money through regular instalments. It provides the formulae, explanations of the variables, and examples of how to apply the formulae to calculate interest earned, future value, depreciated value, and retirement savings from regular contributions.
The document discusses calculating volumes of solids using discs and washers by slicing the solid perpendicular to the axis of rotation. It provides examples of finding the volume generated when rotating an area about the x-axis and y-axis. One example finds the volume is 512π/15 units3 when rotating the area between the parabola y = 4 - x2 and the x-axis about the x-axis.
11X1 T06 05 arrangements in a circle (2010)Nigel Simmons
This document discusses the differences between arranging objects in a line versus arranging them in a circle. When objects are arranged in a line, there is a definite start and end point, so the first object can be placed in any of n positions. However, when objects are arranged in a circle, there is no definite start or end, so the number of arrangements for the first object is always 1, since its position defines where the circle begins. As a result, the total number of arrangements of n objects in a circle is n!, while the number in a line is n*(n-1)*(n-2)...1. Examples are provided to illustrate calculating arrangements of objects in circles.
The document discusses relationships between binomial coefficients. It introduces the binomial theorem, which expresses (1 + x)n as the sum of terms involving binomial coefficients nCk and powers of x from k = 0 to k = n. It provides two examples: (1) Finding the sum of all binomial coefficients from k = 1 to n, which equals 2n - nC0; and (2) Showing that the sum of binomial coefficients for odd powers of k (nC1 + nC3 + ...) equals half the difference between (1 + 1)n and (1 - 1)n.
The document discusses permutations of objects where some objects are the same. It provides examples of calculating the number of permutations for sets of objects with varying numbers of identical objects. The key points are:
- The number of permutations of n objects with x identical objects is calculated as n! / x!.
- This accounts for the number of ways to arrange the n objects overall divided by the number of ways to arrange the x identical objects.
- Examples are given calculating the permutations of words that can be formed from letters where some letters are duplicated.
11 X1 T03 05 regions in the plane (2010)Nigel Simmons
The document provides steps for drawing regions defined by inequalities in the plane:
1) Use dotted lines for < or > and solid lines for ≤ or ≥
2) Circle points of intersection that are excluded
3) Test points not on the curve to determine if they satisfy the inequalities
Examples are worked through, sketching the regions for: y < x + 3, x2 + y2 ≥ 9, y < 4 - x2, and the intersection of y ≥ x2 and y ≤ 3x + 4.
11 X1 T05 01 division of an interval (2010)Nigel Simmons
Here are the steps to solve this problem:
1) Write down the endpoints of the interval: (-3,4) and (5,6)
2) The ratio given is 1:3
3) Let the interval from the first endpoint to P be 1 unit
4) Then the interval from P to the second endpoint is 3 units
5) Use the ratio of distances formula:
xP - x1 / x2 - x1 = 1/(1+3)
yP - y1 / y2 - y1 = 1/(1+3)
6) Solve the two equations simultaneously to find the coordinates of P.
12X1 T08 04 greatest coefficients and terms (2010)Nigel Simmons
The document discusses finding the greatest coefficients and terms when expanding binomial expressions. It provides an example of finding the greatest coefficient in expanding (2 + 3x)^20. Through algebraic steps, it is shown that the greatest coefficient is T13 = 20C12(3)^12. It also works through an example of finding the greatest term when expanding (3x - 4)^15 for x = 1/2. Following similar steps, it determines that the greatest term is T7.
A combination is a set of objects where the order the objects are arranged is not important. If the order is not important, arrangements like "AB" and "BA" are considered the same combination. The number of combinations of choosing k objects from n total unique objects is calculated as nCk, read as "n choose k". This counts the number of unique groups that can be formed without regard to order.
11X1 T04 07 three dimensional trigonometry (2010)Nigel Simmons
The document discusses trigonometry concepts related to 3D shapes and solving problems involving angles of elevation. Specifically:
- When doing 3D trigonometry, it is often useful to redraw shapes in 2D to analyze them.
- A worked example problem is shown to find the distance and bearing between a life raft (David's position) and a search vessel (Anna's position) based on angles of elevation they each observe of a mountain peak.
- Applying trigonometric relationships involving angles and the mountain's known height, the distance between David and Anna is calculated to be 2799 meters, and the bearing of David from Anna is determined to be 249°51'.
11X1 T14 03 arithmetic & geometric means (2010)Nigel Simmons
The document defines the arithmetic mean and geometric mean. The arithmetic mean is calculated by adding all values and dividing by the total number of values. The geometric mean is calculated by multiplying all values and taking the nth root of the product, where n is the number of values. An example is provided to find the arithmetic mean and geometric mean of the values 4 and 25.
The document defines six trigonometric ratios (sine, cosine, tangent, cosecant, secant, cotangent) using a right triangle. It provides examples of using trigonometric identities to solve for unknown angles or side lengths. It also discusses exact trigonometric ratios for 30°, 45°, and 60° angles based on relationships between the sides of 30-60-90 and 45-45-90 triangles.
The document discusses inverse relations and inverse functions. It defines an inverse relation as interchanging the x and y variables of a relation. An inverse function exists when the inverse relation is also a function, as determined by the horizontal line test or uniqueness of solutions. Examples are provided to illustrate inverse relations that are functions and those that are not. Properties of inverse functions are defined, including that applying the function and its inverse returns the original value.
11 x1 t11 02 parabola as a locus (2013)Nigel Simmons
The document discusses the definition and properties of a parabola as a locus. Specifically:
- A parabola is defined as the set of points where the distance to a fixed focus point is equal to the distance to a fixed directrix line.
- Key properties include the vertex at (0,0), the focus located at (0,a), the directrix defined by the equation y=-a, and the focal length being the distance between the focus and vertex (units of a).
- Examples are worked through to find the focus, directrix, and focal length given the equation of a parabola.
The document defines a parabola geometrically as the set of all points in a plane that are the same distance from a fixed point, called the focus, as they are from a fixed line, called the directrix. It provides examples of parabolas in standard form with the vertex at various points and opening in different directions. It also discusses how to write the standard form equation of a parabola given its focus and vertex, as well as how to find the focus and directrix of a parabola given its equation. Finally, it demonstrates how to use the method of completing the square to convert a general quadratic equation into the standard form needed for graphing a parabola.
The document discusses parabolas and their key properties. A parabola is defined as the set of points equidistant from a fixed point (the focus) and a fixed line (the directrix). The vertex, axis of symmetry, and focus-directrix distance determine the shape and position of the parabola. Examples are provided to demonstrate how to find the equation of a parabola given properties like the vertex and focus.
The document discusses parabolas and their key properties:
- A parabola is defined as the set of points equidistant from a fixed point (the focus) and a fixed line (the directrix).
- The vertex is the point where the axis of symmetry intersects the parabola. The focus and directrix are a fixed distance (p) from the vertex.
- The latus rectum is the line segment from the focus to the parabola, perpendicular to the axis of symmetry. Its length is determined by the equation of the parabola.
This document defines and discusses parabolas using the locus definition. It states that a parabola is the locus of all points that are equidistant from a fixed point (the focus) and a fixed line (the directrix). The document provides examples of finding the equation of a parabola given the focus and directrix, as well as shifting the vertex. It also discusses applications of parabolic reflectors and how to place a receiver at the focus of a rotating parabolic antenna based on the given equation.
This document provides information about conic sections, including definitions, types, important terms, properties, equations, and examples of parabolas and ellipses. Key points include:
- Conic sections are curves formed by the intersection of a plane and a right circular cone. The main types are parabolas, ellipses, and hyperbolas.
- Parabolas have an eccentricity of 1 and satisfy the property that the distance from the focus to any point is equal to the distance from that point to the directrix. Ellipses have an eccentricity less than 1.
- Important terms defined include focus, directrix, eccentricity, axes, and vertex. Standard and general equations are
1. The document discusses conic sections such as circles, parabolas, ellipses, and hyperbolas defined by standard and general equations.
2. It also covers polar coordinates and how to trace curves using polar equations like r=k, r=a±b sinθ, and r=a(1±sinθ).
3. Additionally, the document introduces concepts of space geometry like the three dimensional coordinate system, planes, cylinders, spheres, and quadratic surfaces including ellipsoids, hyperboloids, paraboloids.
A parabola is the locus of a point which moves in such a way that its distance from a fixed point is equal to its perpendicular distance from a fixed straight line.
1.1 Focus : The fixed point is called the focus of the Parabola.
1.2 Directrix : The fixed line is called the directrix of the Parabola.
(focus)
2.3 Vertex : The point of intersection of a parabola and its axis is called the vertex of the Parabola.
NOTE: The vertex is the middle point of the focus and the point of intersection of axis and directrix
2.4 Focal Length (Focal distance) : The distance of any point P (x, y) on the parabola from the focus is called the focal length. i.e.
The focal distance of P = the perpendicular distance of the point P from the directrix.
2.5 Double ordinate : The chord which is perpendicular to the axis of Parabola or parallel to Directrix is called double ordinate of the Parabola.
2.6 Focal chord : Any chord of the parabola passing through the focus is called Focal chord.
2.7 Latus Rectum : If a double ordinate passes through the focus of parabola then it is called as latus rectum.
2.7.1 Length of latus rectum :
The length of the latus rectum = 2 x perpendicular distance of focus from the directrix.
2.1 Eccentricity : If P be a point on the parabola and PM and PS are the distances from the directrix and focus S respectively then the ratio PS/PM is called the eccentricity of the Parabola which is denoted by e.
Note: By the definition for the parabola e = 1.
If e > 1 Hyperbola, e = 0 circle, e < 1
ellipse
2.2 Axis : A straight line passes through the focus and perpendicular to the directrix is called the axis of parabola.
If we take vertex as the origin, axis as x- axis and distance between vertex and focus as 'a' then equation of the parabola in the simplest form will be-
y2 = 4ax
3.1 Parameters of the Parabola y2 = 4ax
(i) Vertex A (0, 0)
(ii) Focus S (a, 0)
(iii) Directrix x + a = 0
(iv) Axis y = 0 or x– axis
(v) Equation of Latus Rectum x = a
(vi) Length of L.R. 4a
(vii) Ends of L.R. (a, 2a), (a, – 2a)
(viii) The focal distance sum of abscissa of the point and distance between vertex and L.R.
(ix) If length of any double ordinate of parabola
y2 = 4ax is 2 𝑙 then coordinates of end points of this Double ordinate are
𝑙2 𝑙2
, 𝑙
and
, 𝑙 .
4a
4a
3.2 Other standard Parabola :
Equation of Parabola Vertex Axis Focus Directrix Equation of Latus rectum Length of Latus rectum
y2 = 4ax (0, 0) y = 0 (a, 0) x = –a x = a 4a
y2 = – 4ax (0, 0) y = 0 (–a, 0) x = a x = –a 4a
x2 = 4ay (0, 0) x = 0 (0, a) y = a y = a 4a
x2 = – 4ay (0, 0) x = 0 (0, –a) y = a y = –a 4a
Standard form of an equation of Parabola
Ex.1 If focus of a parabola is (3,–4) and directrix is x + y – 2 = 0, then its vertex is (A) (4/15, – 4/13)
(B) (–13/4, –15/4)
(C) (15/2, – 13/2)
(D) (15/4, – 13/4)
Sol. First we find the equation of axis of parabola
Research Inventy : International Journal of Engineering and Scienceresearchinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
This document discusses parabolas as a type of conic section. It defines key properties of parabolas including the vertex, focal length, latus rectum, and directrix. The standard and vertex forms of the parabolic equation are presented. Methods for graphing parabolas by plotting points from an equation are described. An example problem calculates the depth of a satellite dish with a parabolic cross-section given its width and the distance to the focus. Real-world applications of parabolas in satellite dishes, heaters, and arched structures are briefly mentioned.
This document discusses parabolas, including their key features like the vertex, focus, directrix, and axis of symmetry. It provides examples of how to graph parabolas given their standard form equations, both for parabolas with vertices at the origin and for parabolas with other vertices. It also shows how to write the standard form equation of a parabola when given its focus and directrix.
This document discusses conic sections, including circles, ellipses, parabolas, and hyperbolas. It provides:
1) The definitions and standard equations of each conic section, describing how they are formed from the intersection of a plane with a double cone.
2) Examples of different forms the equations can take and the geometric properties of each conic section, such as foci, axes, vertices, and asymptotes.
3) Methods for writing the equations of tangents to conics and using parametric equations to represent loci.
In less than 3 sentences, it summarizes the key information about conic sections provided in the document.
This document provides a summary of topics covered in a pre-calculus final presentation, including quadratic inequalities, circles, and parabolas. It defines quadratic inequalities and how to solve them, provides the standard equation for a circle and how to find the equation of a circle given its center and radius, and defines key properties of parabolas such as their shape, axis of symmetry, vertex, and intercepts. Sample problems are worked through demonstrating how to solve quadratic inequalities, find the equation of a circle, and graph a parabola labeling important features.
This document discusses finding the equation of the chord of contact of a parabola given an external point. It provides two approaches: (1) using parametric equations to derive the chord of contact equation as x0x = 2a(y0 + y) and (2) using Cartesian coordinates to show that the external point lies on the tangent lines, also deriving the chord of contact equation as x0x = 2a(y0 + y). It then lists related exercises.
This document discusses finding the equation of the chord of contact of a parabola given an external point. It provides two approaches: (1) using parametric equations to derive the chord of contact equation as x0x = 2a(y0 + y) and (2) using Cartesian coordinates to show that the external point lies on the tangent lines, also deriving the chord of contact equation as x0x = 2a(y0 + y). It then lists related exercises.
The document discusses how the first derivative can be used to analyze curves geometrically. It indicates that the first derivative measures the slope of the tangent line to a curve. If the derivative is positive, the curve is increasing; if negative, decreasing; and if zero, the curve is stationary. As an example, it finds the stationary points of the curve y = 3x^2 - x^3 and determines that they are a minimum at (0,0) and an inflection point at (2,4).
The document discusses how the first derivative can be used to analyze curves geometrically. It indicates that the first derivative measures the slope of the tangent line to a curve. If the derivative is positive, the curve is increasing; if negative, decreasing; and if zero, the curve is stationary. As an example, it finds the stationary points of the curve y = 3x^2 - x^3 and determines that they occur at (0,0) and (2,4), with (0,0) being a minimum point and (2,4) an inflection point.
1. The Fourier series expansion of the function f(x) = x^2 from 0 to 2π consists of only cosine terms.
2. The Fourier coefficients are found to be an = 0 for all odd n, and an = 3/4n^2 for all even n.
3. Evaluating the Fourier series at x = 0 recovers the fact that f(0) = 0, as it must at a point of discontinuity for the original function.
The document discusses parabolas and provides their vertex, standard, and equation forms. It gives an example of graphing the parabola y^2 - 6y - 8x + 49 = 0, finding its vertex at (5,3), focus at (7,3), and directrix of x = 3 since it opens to the right with p = 2.
Similar to 11X1 T11 02 parabola as a locus (2010) (19)
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
The document discusses different methods for factorising expressions:
1) Looking for a common factor and dividing it out of all terms
2) Using the difference of two squares formula (a2 - b2 = (a - b)(a + b))
3) Factorising quadratic trinomials into two binomial factors by identifying the values that multiply to give the constant term and sum to give the coefficient of the linear term.
The document provides information on index laws and the meaning of indices in algebra:
- Index laws state that am × an = am+n, am ÷ an = am-n, and (am)n = amn. Exponents can be added or subtracted when multiplying or dividing terms with the same base.
- Positive exponents indicate a term is raised to a power. Negative exponents indicate a root is being taken. Terms with exponents are evaluated from left to right.
- Examples demonstrate how to simplify expressions using index laws and interpret different types of indices.
12 x1 t01 03 integrating derivative on function (2013)Nigel Simmons
The document discusses integrating derivatives of functions. It states that the integral of the derivative of a function f(x) is equal to the natural log of f(x) plus a constant. It then provides examples of integrating several derivatives: (i) ∫(1/(7-3x)) dx = -1/3 log(7-3x) + c, (ii) ∫(1/(8x+5)) dx = 1/8 log(8x+5) + c, and (iii) ∫(x5/(x-2)) dx = 1/6 log(x6-2) + c. It also discusses techniques for integrating fractions by polynomial long division and finds
The document discusses logarithms and their properties. Logarithms are defined as the inverse of exponentials. If y = ax, then x = loga y. The natural logarithm is log base e, written as ln. Properties of logarithms include: loga m + loga n = loga mn; loga m - loga n = loga(m/n); loga mn = n loga m; loga 1 = 0; loga a = 1. Examples of evaluating logarithmic expressions are provided.
The document discusses relationships between the coefficients and roots of polynomials. It states that for a polynomial P(x) = axn + bxn-1 + cxn-2 + ..., the sum of the roots equals -b/a, the sum of the roots taken two at a time equals c/a, and so on for higher order terms. It also provides examples of using these relationships to find the sums of roots for a given polynomial.
P
4
3
2
The document discusses properties of polynomials with multiple roots. It first proves that if a polynomial P(x) has a root x = a of multiplicity m, then the derivative of P(x), P'(x), will have a root x = a of multiplicity m-1. It then provides an example of solving a cubic equation given it has a double root. Finally, it examines a quartic polynomial and shows that its root α cannot be 0, 1, or -1, and that 1/
The document discusses factorizing complex expressions. The main points are:
- If a polynomial's coefficients are real, its roots will appear in complex conjugate pairs.
- Any polynomial of degree n can be factorized into a mixture of quadratic and linear factors over real numbers, or into n linear factors over complex numbers.
- Odd degree polynomials must have at least one real root.
- Examples of factorizing polynomials over both real and complex numbers are provided.
The document describes the Trapezoidal Rule for approximating the area under a curve between two points. It shows that the area A is estimated by dividing the region into trapezoids with height equal to the function values at the interval endpoints and bases equal to the intervals. In general, the area is approximated as the sum of the areas of each trapezoid, which is equal to the average of the endpoint function values multiplied by the interval length.
The document discusses methods for calculating the volumes of solids of revolution. It provides formulas for finding volumes when an area is revolved around either the x-axis or y-axis. Examples are given for finding volumes of common solids like cones, spheres, and others. Steps are shown for using the formulas to calculate volumes based on given functions and limits of revolution.
The document discusses different methods for calculating the area under a curve or between curves.
(1) The area below the x-axis is given by the integral of the function between the bounds, which can be positive or negative depending on whether the area is above or below the x-axis.
(2) To calculate the area on the y-axis, the function is solved for x in terms of y, then the bounds are substituted into the integral of this new function with respect to y.
(3) The area between two curves is calculated by taking the integral of the upper curve minus the integral of the lower curve, both between the same bounds on the x-axis.
The document discusses 8 properties of definite integrals:
1) Integrating polynomials results in a fraction.
2) Constants can be factored out of integrals.
3) Integrals of sums are equal to the sum of integrals.
4) Splitting an integral range results in the sum of the integrals.
5) Integrals of positive functions over a range are positive, and negative if the function is negative.
6) Integrals can be compared based on the relative values of the integrands.
7) Changing the limits of integration flips the sign of the integral.
8) Integrals of odd functions over a symmetric range are zero, and integrals of even functions are twice the integral over
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
line (directrix)
x
3. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a line (directrix)
x
4. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a line (directrix)
x
y a
5. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a line (directrix)
x
y a
6. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a
7. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a)
8. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a) d PS d PM
9. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a) d PS d PM
x 0 y a x x y a
2 2 2 2
10. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a) d PS d PM
x 0 y a x x y a
2 2 2 2
x2 y a y a
2 2
11. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a) d PS d PM
x 0 y a x x y a
2 2 2 2
x2 y a y a
2 2
x 2 y 2 2ay a 2 y 2 2ay a 2
12. The Parabola As a Locus
y A point moves so that its distance
from a fixed point (focus) is
equal to its distance from a fixed
S 0, a P x, y line (directrix)
x
y a M ( x, a) d PS d PM
x 0 y a x x y a
2 2 2 2
x2 y a y a
2 2
x 2 y 2 2ay a 2 y 2 2ay a 2
x 2 4ay
16. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
17. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
18. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
19. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
20. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
a 8
21. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
a 8
focal length = 8 units
22. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
a 8
focal length = 8 units
23. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
a 8 (0,0)
focal length = 8 units
24. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y
4a 32
8
a 8 (0,0)
focal length = 8 units
25. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 (0,0)
focal length = 8 units
26. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 (0,0) 8
focal length = 8 units
27. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
28. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
b) y 4 x 2
29. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
4
30. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a
4
31. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a
4
1
a
16
32. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a
4
1
a focal length =
1
unit
16 16
33. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a
4
1
a focal length =
1
unit
16 16
34. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a
4
1 (0,0)
a focal length =
1
unit
16 16
35. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
b) y 4 x 2 x 2 y
1 4
4a 1
4 16
1 (0,0)
a focal length =
1
unit
16 16
36. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
1 focus is 0,
b) y 4 x x y
2 2
16
1 4
4a 1
4 16
1 (0,0)
a focal length =
1
unit
16 16
37. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
1 focus is 0,
b) y 4 x x y
2 2
16
1 4
4a 1
4 16
1 (0,0)
a
1
1 16
16 focal length = unit
16
38. x 2 4ay
vertex: 0,0
focus: 0, a
directrix: y a
focal length: a units
e.g. (i) Find the focus, focal length and directrix;
a) x 2 32 y focus is (0,8)
4a 32
8
a 8 directrix is y 8 (0,0) 8
focal length = 8 units
1
1 focus is 0,
b) y 4 x x y
2 2
16
1 4
4a 1
4 directrix is y 1
1 16 16
a 1 (0,0) 1
16
16 focal length = unit
16
39. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2
40. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2
a 2
41. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2
a 2 x 2 4 2 y
42. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2
a 2 x 2 4 2 y
x 2 8 y
43. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y
x 2 8 y
44. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3
x 2 8 y
45. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y
46. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
47. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
48. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
x p 4a y q
2
49. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
x p 4a y q
2
vertex: p, q
50. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
x p 4a y q
2
vertex: p, q
focus: p, q a
51. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
x p 4a y q
2
vertex: p, q
focus: p, q a
directrix: y q a
52. (ii) Find the equation of the parabola with;
a) focus 0, 2 , directrix y 2 b) focus 3,0 , directrix x 3
a 2 x 2 4 2 y a3 y 2 4 3 x
x 2 8 y y 2 12 x
Vertex NOT at the origin
x p 4a y q
2
vertex: p, q
focus: p, q a
directrix: y q a
focal length: a units
53. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
54. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1
2
55. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1
2
x 3 8 y 1
2
x2 6 x 9 8 y 8
56. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1
2
x 3 8 y 1
2
x2 6 x 9 8 y 8
8 y x 2 6 x 17
y x 6 x 17
1 2
8
57. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1
2
x2 6 x 9 8 y 8
8 y x 2 6 x 17
y x 6 x 17
1 2
8
58. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17
y x 6 x 17
1 2
8
59. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
60. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3
2
61. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3
2
y 1 8 x 3
2
y 2 2 y 1 8 x 24
62. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3
2
y 1 8 x 3
2
y 2 2 y 1 8 x 24
8 x y 2 2 y 25
x y 2 y 25
1 2
8
63. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3 y 1 4 2 x 3
2 2
y 1 8 x 3
2
y 2 2 y 1 8 x 24
8 x y 2 2 y 25
x y 2 y 25
1 2
8
64. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3 y 1 4 2 x 3
2 2
y 1 8 x 3 y 1 8 x 3
2 2
y 2 2 y 1 8 x 24 y 2 2 y 1 8 x 24
8 x y 2 2 y 25
x y 2 y 25
1 2
8
65. e.g. (i) Find the equation of the parabola with vertex 3,1 and
focal length 2 units
x 3 4 2 y 1 x 3 4 2 y 1
2 2
x 3 8 y 1 x 3 8 y 1
2 2
x2 6 x 9 8 y 8 x 2 6 x 9 8 y 8
8 y x 2 6 x 17 8 y x2 6x 1
y x 6 x 17 y x 6 x 1
1 2 1 2
8 8
y 1 4 2 x 3 y 1 4 2 x 3
2 2
y 1 8 x 3 y 1 8 x 3
2 2
y 2 2 y 1 8 x 24 y 2 2 y 1 8 x 24
8 x y 2 2 y 25 8 x y 2 2 y 23
x y 2 y 25 x y 2 y 23
1 2 1 2
8 8
70. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1
71. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1 vertex is (2,9)
72. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1 vertex is (2,9) x 2 4 1 y 9
2
73. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1 vertex is (2,9) x 2 4 1 y 9
2
x 2 4 y 9
2
74. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1 vertex is (2,9) x 2 4 1 y 9
2
x 2 4 y 9
2
x 2 4 x 16 4 y 36
75. (ii) focus (2,8) and directrix y = 10
a y 10
a
2,8
2a 2
a 1 vertex is (2,9) x 2 4 1 y 9
2
x 2 4 y 9
2
x 2 4 x 16 4 y 36
4 y x 2 4 x 20
y x 4 x 20
1 2
4
76. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
77. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
78. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
79. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
80. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
81. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
82. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a
83. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
84. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3
85. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3
focal length = 3 units
86. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3,
focal length = 3 units
87. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
focal length = 3 units
88. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
focal length = 3 units
vertex = 3, 1
89. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
focal length = 3 units
vertex = 3, 1
90. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
(3, 1)
focal length = 3 units
vertex = 3, 1
91. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
3
(3, 1)
focal length = 3 units
vertex = 3, 1
92. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
3
(3, 1)
focal length = 3 units
vertex = 3, 1
focus = 3, 2
93. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
3
(3, 1)
focal length = 3 units 3
vertex = 3, 1
focus = 3, 2
94. (iii) Find the vertex, focus, focal length, directrix of 12 y x 2 6 x 3
12 y x 2 6 x 3
12 y 3 x 2 6 x
12 y 3 9 x 3
2
12 y 12 x 3
2
12 y 1 x 3
2
4a 12
a3 vertex: (3, –1)
3
(3, 1)
focal length = 3 units 3
vertex = 3, 1
focus = 3, 2
directrix: y 4
95. Exercise 9B; 1,2 try at home
4 (use definition)
6ace etc, 7ac, 8ace, 9ace, 10ac, 11bd, 12a
Exercise 9C; 3 to 8 ace etc, 10ac, 11ace, 12