After dividing the general quadratic equation Ax2 + By2 + Cx + Dy = E by A, three types of conic sections can be obtained:
1) Parabolas occur when B = 0, resulting in equations of the form 1x2 + #x + #y = #.
2) Circles occur when A = B, resulting in the equation 1x2 + 1y2 = 1.
3) Hyperbolas occur when A and B have opposite signs, resulting in equations of the form 1x2 + ry2 + #x + #y = # with r < 0. Hyperbolas have two foci and asymptotes, and points on the hyperbola have
An ellipse is the locus of a point which moves in such a way that its distance form a fixed point is in constant ratio to its distance from a fixed line. The fixed point is called the focus and fixed line is called the directrix and the constant ratio is called the eccentricity of a ellipse denoted by (e).
In other word, we can say an ellipse is the locus of a point which moves in a plane so that the sum of it distances from fixed points is constant.
2.1 Standard Form of the equation of ellipse
Let the distance between two fixed points S and S' be 2ae and let C be the mid point of SS.
Taking CS as x- axis, C as origin.
Let P(h,k) be the moving point Let SP+ SP = 2a (fixed distance) then
(ii) Major & Minor axis : The straight line AA is called major axis and BB is called minor axis. The major and minor axis taken together are called the principal axes and its length will be given by
Length of major axis 2a Length of minor axis 2b
(iii) Centre : The point which bisect each chord of an ellipse is called centre (0,0) denoted by 'C'.
(iv) Directrix : ZM and Z M are two directrix and their equation are x= a/e and x = – a/e.
(v) Focus : S (ae, 0) and S (–ae,0) are two foci of an ellipse.
(vi) Latus Rectum : Such chord which passes through either focus and perpendicular to the major axis is called its latus rectum.
Length of Latus Rectum :
If L is (ae, 𝑙 ) then 2𝑙 is the length of
SP+S'P=
{(h ae)2 k 2} +
= 2a
Latus Rectum.
Length of Latus rectum is given by
2b2
.
h2(1– e2) + k2 = a2(1– e2)
Hence Locus of P(h, k) is given by. x2(1– e2) + y2 = a2(1– e2)
2
a
(vii) Relation between constant a, b, and e
a 2 b2
b2 = a2(1– e2) e2 =
a 2
x2
a 2 +
y
a 2 (1 e 2 ) = 1
e =
a 2
Result :
Major Axis
(a) Centre C is the point of intersection of the axes of an ellipse. Also C is the mid point of AA.
(b) Another form of standard equation of ellipse
x 2 y2
a 2 b2
1 when a < b.
Directrix Minor Axis Directrix x = -a/e x = a/e
Let us assume that a2(1– e2 )= b2
The standard equation will be given by
x2 y2
a2 b2
2.1.1 Various parameter related with standard ellipse :
In this case major axis is BB= 2b which is along y- axis and minor axis is AA= 2a along x- axis. Focus S(0,be) and S(0,–be) and directrix are y = b/e and y = –b/e.
2.2 General equation of the ellipse
The general equation of an ellipse whose focus is (h,k) and the directrix is the line ax + by + c = 0 and the eccentricity will be e. Then let P(x1,y1) be any point on the ellipse which moves such that SP = ePM
Let the equation of the ellipse x
y2
a > b
(x –h)2 + (y –k)2 =
e 2 (ax1 by1 c) 2
a 2 b2
1 1 a 2 b2
(i) Vertices of an ellipse : The point of which ellipse cut the axis x-axis at (a,0) & (– a, 0) and y- axis at (0, b) & (0, – b) is called the vertices of an ellipse.
Hence the locus of (x1,y1) will be given by (a2 + b
Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics
Similar to 19 more parabolas a& hyperbolas (optional) x (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
4. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0),
5. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
6. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
7. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas. Assuming both variables x and y
remained in the equation
(
(
8. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas.
1x2 + #x + #y = # or
1y2 + #x + #y = #
Parabolas:
Assuming both variables x and y
remained in the equation
(
(
9. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas.
1x2 + #x + #y = # or
1y2 + #x + #y = #
If the equation Ax2 + By2 + Cx + Dy = E
has A and B of opposite signs,
Parabolas:
Assuming both variables x and y
remained in the equation
(
(
10. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas.
1x2 + #x + #y = # or
1y2 + #x + #y = #
If the equation Ax2 + By2 + Cx + Dy = E
has A and B of opposite signs, after dividing by A, we have 1x2
+ ry2 + #x + #y = #, with r < 0.
Parabolas:
Assuming both variables x and y
remained in the equation
(
(
11. Hyperbolas and More Parabolas (optional)
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas.
1x2 + #x + #y = # or
1y2 + #x + #y = #
If the equation Ax2 + By2 + Cx + Dy = E
has A and B of opposite signs, after dividing by A, we have 1x2
+ ry2 + #x + #y = #, with r < 0. These are hyperbolas.
Parabolas:
Assuming both variables x and y
remained in the equation
(
(
12. Hyperbolas and More Parabolas (optional)
1x2 + #x + #y = # or
1y2 + #x + #y = #
(r < 0)
Hyperbolas: 1x2 + ry2 + #x + #y = #
If the equation Ax2 + By2 + Cx + Dy = E
has A and B of opposite signs, after dividing by A, we have 1x2
+ ry2 + #x + #y = #, with r < 0. These are hyperbolas.
Parabolas:
Using similar methods to analyze Ax2 + By2 + Cx + Dy = E
we obtain the graphs of hyperbolas and parabolas.
In the special case B = 0 (or A = 0), after dividing by A (by B),
the equation becomes 1x2 + #x + #y = # or 1y2 + #x + #y = #,
their graphs are parabolas. Assuming both variables x and y
remained in the equation
(
(
(in general)
14. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry.
15. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
circle
r = 1
16. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼,
circle
r = 1
17. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
circle
r = 1
18. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
circle
r = 1
19. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
1x2 + y2 = 1
1
16
4
1
circle
r = 1
20. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
the circle is elongated to taller and taller ellipses.
circle ellipses
1x2 + y2 = 1
1
16
4
1
r = 1
21. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
the circle is elongated to taller and taller ellipses.
When r = 0, we’ve 1x2 + 0y2 = 1,
circle ellipses
. … r → 0
1x2 + y2 = 1
1
16
r = 1/16
4
1
r = 1
22. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
the circle is elongated to taller and taller ellipses.
When r = 0, we’ve 1x2 + 0y2 = 1, which is a pair of lines x = ±1,
circle ellipses
. … r → 0
1x2 + y2 = 1
1
16
r = 1/16
4
1
r = 1
23. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
the circle is elongated to taller and taller ellipses.
When r = 0, we’ve 1x2 + 0y2 = 1, which is a pair of lines x = ±1,
circle ellipses
. … r → 0
1x2 + y2 = 1
1
16
r = 1/16
4
1
1
1x2 = 1
or
x = ±1
r = 1 r = 0
two lines
24. Conic Sections
After dividing Ax2 + By2 + Cx + Dy = E by A, we obtain
1x2 + ry2 + #x + #y = #. Let’s use the simpler cases 1x2 + ry2 = 1
to study the geometry. Starting with r = 1, a circle,
as r becomes smaller = ¼, 1/9, 1/16… ,
the circle is elongated to taller and taller ellipses.
When r = 0, we’ve 1x2 + 0y2 = 1, which is a pair of lines x = ±1,
i.e. the ellipses are elongated
into two parallel lines.
circle ellipses
. … r → 0
1x2 + y2 = 1
1
16
r = 1/16
4
1
1
1x2 = 1
or
x = ±1
r = 1 r = 0
two lines
25. Hyperbolas
Just as all the other conic sections, hyperbolas are defined
by distance relations.
26. Hyperbolas
Given two fixed points, called foci, a hyperbola is the set
of points whose difference of the distances to the foci is
a constant.
Just as all the other conic sections, hyperbolas are defined
by distance relations.
27. A
If A, B and C are points on a hyperbola as shown
Hyperbolas
Given two fixed points, called foci, a hyperbola is the set
of points whose difference of the distances to the foci is
a constant.
B
C
Just as all the other conic sections, hyperbolas are defined
by distance relations.
28. A
a2
a1
If A, B and C are points on a hyperbola as shown then
a1 – a2
Hyperbolas
Given two fixed points, called foci, a hyperbola is the set
of points whose difference of the distances to the foci is
a constant.
B
C
Just as all the other conic sections, hyperbolas are defined
by distance relations.
29. A
a2
a1
b2
b1
If A, B and C are points on a hyperbola as shown then
a1 – a2 = b1 – b2
Hyperbolas
Given two fixed points, called foci, a hyperbola is the set
of points whose difference of the distances to the foci is
a constant.
B
C
Just as all the other conic sections, hyperbolas are defined
by distance relations.
30. A
a2
a1
b2
b1
If A, B and C are points on a hyperbola as shown then
a1 – a2 = b1 – b2 = c2 – c1 = constant.
c1
c2
Hyperbolas
Given two fixed points, called foci, a hyperbola is the set
of points whose difference of the distances to the foci is
a constant.
B
C
Just as all the other conic sections, hyperbolas are defined
by distance relations.
32. Hyperbolas
A hyperbola has a “center”, and two straight lines that
cradle the hyperbolas which are called asymptotes.
33. Hyperbolas
A hyperbola has a “center”, and two straight lines that
cradle the hyperbolas which are called asymptotes.
There are two vertices, one for each branch.
34. Hyperbolas
A hyperbola has a “center”, and two straight lines that
cradle the hyperbolas which are called asymptotes.
There are two vertices, one for each branch. The asymptotes
are the diagonals of a rectangle with the vertices of the
hyperbola touching the rectangle.
35. Hyperbolas
A hyperbola has a “center”, and two straight lines that
cradle the hyperbolas which are called asymptotes.
There are two vertices, one for each branch. The asymptotes
are the diagonals of a rectangle with the vertices of the
hyperbola touching the rectangle.
37. Hyperbolas
The center-rectangle is defined by the x-radius a, and y-
radius b as shown. Hence, to graph a hyperbola, we find
the center and the center-rectangle first.
a
b
38. Hyperbolas
The center-rectangle is defined by the x-radius a, and y-
radius b as shown. Hence, to graph a hyperbola, we find
the center and the center-rectangle first.
a
b
39. Hyperbolas
The center-rectangle is defined by the x-radius a, and y-
radius b as shown. Hence, to graph a hyperbola, we find
the center and the center-rectangle first. Draw the
diagonals of the rectangle which are the asymptotes.
a
b
40. Hyperbolas
The center-rectangle is defined by the x-radius a, and y-
radius b as shown. Hence, to graph a hyperbola, we find
the center and the center-rectangle first. Draw the
diagonals of the rectangle which are the asymptotes. Label
the vertices and trace the hyperbola along the asymptotes.
a
b
41. Hyperbolas
a
b
The location of the center, the x-radius a, and y-radius b may
be obtained from the equation.
The center-rectangle is defined by the x-radius a, and y-
radius b as shown. Hence, to graph a hyperbola, we find
the center and the center-rectangle first. Draw the
diagonals of the rectangle which are the asymptotes. Label
the vertices and trace the hyperbola along the asymptotes.
42. Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs.
43. Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
44. (x – h)2 (y – k)2
a2 b2
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2 – = 1
45. (x – h)2 (y – k)2
a2 b2
(h, k) is the center.
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2 – = 1
46. (x – h)2 (y – k)2
a2 b2
x-rad = a, y-rad = b
(h, k) is the center.
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2 – = 1
47. (x – h)2 (y – k)2
a2 b2
x-rad = a, y-rad = b
(h, k) is the center.
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2
y-rad = b, x-rad = a
– = 1
48. (x – h)2 (y – k)2
a2 b2
x-rad = a, y-rad = b
(h, k) is the center.
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2
y-rad = b, x-rad = a
– = 1
(h, k)
Open in the x direction
49. (x – h)2 (y – k)2
a2 b2
x-rad = a, y-rad = b
(h, k) is the center.
Hyperbolas
The equations of hyperbolas have the form
Ax2 + By2 + Cx + Dy = E
where A and B are opposite signs. By completing the square,
they may be transformed into the standard forms below.
– = 1 (x – h)2
(y – k)2
a2
b2
y-rad = b, x-rad = a
– = 1
(h, k)
Open in the x direction
(h, k)
Open in the y direction
52. Hyperbolas
Following are the steps for graphing a hyperbola.
1. Put the equation into the standard form.
2. Read off the center, the x-radius a, the y-radius b, and
draw the center-rectangle.
53. Hyperbolas
Following are the steps for graphing a hyperbola.
1. Put the equation into the standard form.
2. Read off the center, the x-radius a, the y-radius b, and
draw the center-rectangle.
3. Draw the diagonals of the rectangle, which are the
asymptotes.
54. Hyperbolas
Following are the steps for graphing a hyperbola.
1. Put the equation into the standard form.
2. Read off the center, the x-radius a, the y-radius b, and
draw the center-rectangle.
3. Draw the diagonals of the rectangle, which are the
asymptotes.
4. Determine the direction of the hyperbolas and label the
vertices of the hyperbola.
55. Hyperbolas
Following are the steps for graphing a hyperbola.
1. Put the equation into the standard form.
2. Read off the center, the x-radius a, the y-radius b, and
draw the center-rectangle.
3. Draw the diagonals of the rectangle, which are the
asymptotes.
4. Determine the direction of the hyperbolas and label the
vertices of the hyperbola. The vertices are the mid-points
of the edges of the center-rectangle.
56. Hyperbolas
Following are the steps for graphing a hyperbola.
1. Put the equation into the standard form.
2. Read off the center, the x-radius a, the y-radius b, and
draw the center-rectangle.
3. Draw the diagonals of the rectangle, which are the
asymptotes.
4. Determine the direction of the hyperbolas and label the
vertices of the hyperbola. The vertices are the mid-points
of the edges of the center-rectangle.
5. Trace the hyperbola along the asymptotes.
57. Hyperbolas
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
58. Center: (3, -1)
Hyperbolas
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
59. Center: (3, -1)
x-rad = 4
y-rad = 2
Hyperbolas
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
60. Center: (3, -1)
x-rad = 4
y-rad = 2
Hyperbolas
(3, -1)
4
2
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
61. Center: (3, -1)
x-rad = 4
y-rad = 2
Hyperbolas
(3, -1)
4
2
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
62. Center: (3, -1)
x-rad = 4
y-rad = 2
The hyperbola opens
left-rt
Hyperbolas
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
(3, -1)
4
2
63. Center: (3, -1)
x-rad = 4
y-rad = 2
The hyperbola opens
left-rt and the vertices
are (7, -1), (-1, -1) .
Hyperbolas
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
(3, -1)
4
2
64. Center: (3, -1)
x-rad = 4
y-rad = 2
The hyperbola opens
left-rt and the vertices
are (7, -1), (-1, -1) .
Hyperbolas
(3, -1)
(7, -1)
(-1, -1) 4
2
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
65. Center: (3, -1)
x-rad = 4
y-rad = 2
The hyperbola opens
left-rt and the vertices
are (7, -1), (-1, -1) .
Hyperbolas
(3, -1)
(7, -1)
(-1, -1) 4
2
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
66. Center: (3, -1)
x-rad = 4
y-rad = 2
The hyperbola opens
left-rt and the vertices
are (7, -1), (-1, -1) .
Hyperbolas
(3, -1)
(7, -1)
(-1, -1) 4
2
Example A. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
(x – 3)2 (y + 1)2
42 22
– = 1
When we use completing the square to get to the standard
form of the hyperbolas, depending on the signs,
we add a number or subtract a number from both sides.
67. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Hyperbolas
68. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
Hyperbolas
69. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29
Hyperbolas
70. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
Hyperbolas
71. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29
Hyperbolas
72. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
Hyperbolas
73. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x ) = 29
Hyperbolas
74. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29
Hyperbolas
75. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16
16
Hyperbolas
76. Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
77. 4(y – 2)2 – 9(x + 1)2 = 36
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
78. 4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
79. 9(x + 1)2
4(y – 2)2
36 36
4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
– = 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
80. 9(x + 1)2
4(y – 2)2
36 36
4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
– = 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
9
81. 9(x + 1)2
4(y – 2)2
36 36
4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
– = 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
9 4
82. 9(x + 1)2
4(y – 2)2
36 36
4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
– = 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
(y – 2)2 (x + 1)2
32 22
– = 1
9 4
83. 9(x + 1)2
4(y – 2)2
36 36
4(y – 2)2 – 9(x + 1)2 = 36 divide by 36 to get 1
– = 1
Example B. Put 4y2 – 9x2 – 18x – 16y = 29 into the standard
form. List the center, the x-radius, the y-radius.
Draw the rectangle, the asymptotes, and label the vertices.
Trace the hyperbola.
Group the x’s and the y’s:
4y2 – 16y – 9x2 – 18x = 29 factor out the square-coefficients
4(y2 – 4y ) – 9(x2 + 2x ) = 29 complete the square
4(y2 – 4y + 4 ) – 9(x2 + 2x + 1 ) = 29 + 16 – 9
16 –9
Hyperbolas
(y – 2)2 (x + 1)2
32 22
– = 1
Center: (-1, 2), x-rad = 2, y-rad = 3
The hyperbola opens up and down.
9 4
89. The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
90. Each parabola has a vertex and the center line that contains
the vertex.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
91. Each parabola has a vertex and the center line that contains
the vertex.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
92. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
93. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
94. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
then the reflection of the point across the center line is also
on the parabola.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
95. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
then the reflection of the point across the center line is also
on the parabola.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
96. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
then the reflection of the point across the center line is also
on the parabola. There is exactly one parabola that goes
through these three points.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
97. Each parabola has a vertex and the center line that contains
the vertex. Suppose we know another point on the parabola,
then the reflection of the point across the center line is also
on the parabola. There is exactly one parabola that goes
through these three points.
The graphs of the equations of the form
y = ax2 + bx + c and x = ay2 + bx + c
are parabolas.
More Graphs of Parabolas
98. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
More Graphs of Parabolas
99. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
More Graphs of Parabolas
100. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
The x-intercept is obtained by setting y = 0 and solve for x.
More Graphs of Parabolas
101. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
The x-intercept is obtained by setting y = 0 and solve for x.
More Graphs of Parabolas
The graphs of y = ax2 + bx = c are up-down parabolas.
102. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
The x-intercept is obtained by setting y = 0 and solve for x.
More Graphs of Parabolas
The graphs of y = ax2 + bx = c are up-down parabolas.
If a > 0, the parabola opens up.
a > 0
103. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
The x-intercept is obtained by setting y = 0 and solve for x.
More Graphs of Parabolas
The graphs of y = ax2 + bx = c are up-down parabolas.
If a > 0, the parabola opens up.
If a < 0, the parabola opens down.
a > 0 a < 0
104. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is obtained by setting x = 0 and solve for y.
The x-intercept is obtained by setting y = 0 and solve for x.
More Graphs of Parabolas
The graphs of y = ax2 + bx = c are up-down parabolas.
If a > 0, the parabola opens up.
If a < 0, the parabola opens down.
a > 0 a < 0
Vertex Formula (up-down parabolas) The x-coordinate of
the vertex of the parabola y = ax2 + bx + c is at x = .
-b
2a
105. More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
106. More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
-b
2a
107. More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
-b
2a
108. More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
-b
2a
109. More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
110. Example A. Graph y = –x2 + 2x + 15
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
111. The vertex is at x = = 1
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
112. The vertex is at x = = 1y = 16.
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
113. The vertex is at x = = 1y = 16.
Example A. Graph y = –x2 + 2x + 15 (1, 16)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
114. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
(1, 16)
115. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
(1, 16)
(0, 15)
116. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15).
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
(1, 16)
(0, 15)
117. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15).
Example A. Graph y = –x2 + 2x + 15
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
(1, 16)
(0, 15) (2, 15)
118. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw,
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
119. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw, set y = 0 to get x-int:
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
120. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw, set y = 0 to get x-int:
–x2 + 2x + 15 = 0
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
121. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw, set y = 0 to get x-int:
–x2 + 2x + 15 = 0
x2 – 2x – 15 = 0
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
122. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw, set y = 0 to get x-int:
–x2 + 2x + 15 = 0
x2 – 2x – 15 = 0
(x + 3)(x – 5) = 0
x = –3, x = 5
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
123. The vertex is at x = = 1y = 16.
The y-intercept is at (0, 15)
Plot its reflection (2, 15)
Draw, set y = 0 to get x-int:
–x2 + 2x + 15 = 0
x2 – 2x – 15 = 0
(x + 3)(x – 5) = 0
x = –3, x = 5
Example A. Graph y = –x2 + 2x + 15 (1, 16)
(0, 15) (2, 15)
(-3, 0) (5, 0)
–(2)
2(–1)
More Graphs of Parabolas
Following are the steps to graph the parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
124. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
More Graphs of Parabolas
125. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
126. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
If a<0, the parabola opens
to the left.
127. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
Each sideways parabola is symmetric to a horizontal center
line.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
If a<0, the parabola opens
to the left.
128. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
Each sideways parabola is symmetric to a horizontal center
line. The vertex of the parabola is on this line.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
If a<0, the parabola opens
to the left.
129. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
Each sideways parabola is symmetric to a horizontal center
line. The vertex of the parabola is on this line. If we know the
location of the vertex and another point on the parabola, the
parabola is completely determined.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
If a<0, the parabola opens
to the left.
130. The graphs of the equations
x = ay2 + by + c
are parabolas that open sideways.
Each sideways parabola is symmetric to a horizontal center
line. The vertex of the parabola is on this line. If we know the
location of the vertex and another point on the parabola, the
parabola is completely determined. The vertex formula is the
same as before except it's for the y coordinate.
More Graphs of Parabolas
If a>0, the parabola opens
to the right.
If a<0, the parabola opens
to the left.
131. More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
132. Following are steps to graph the parabola x = ay2 + by + c.
More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
133. Following are steps to graph the parabola x = ay2 + by + c.
1. Set y = in the equation to find the x coordinate of the
vertex.
–b
2a
More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
134. Following are steps to graph the parabola x = ay2 + by + c.
1. Set y = in the equation to find the x coordinate of the
vertex.
2. Find another point; use the x intercept (c, 0) if it's not the
vertex.
–b
2a
More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
135. Following are steps to graph the parabola x = ay2 + by + c.
1. Set y = in the equation to find the x coordinate of the
vertex.
2. Find another point; use the x intercept (c, 0) if it's not the
vertex.
3. Locate the reflection of the point across the horizontal
center line, these three points form the tip of the parabola.
Trace the parabola.
–b
2a
More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
136. Following are steps to graph the parabola x = ay2 + by + c.
1. Set y = in the equation to find the x coordinate of the
vertex.
2. Find another point; use the x intercept (c, 0) if it's not the
vertex.
3. Locate the reflection of the point across the horizontal
center line, these three points form the tip of the parabola.
Trace the parabola.
4. Set x = 0 to find the y intercept.
–b
2a
More Graphs of Parabolas
Vertex Formula (sideways parabolas)
The y coordinate of the vertex of the parabola
x = ay2 + by + c
is at y = .
–b
2a
138. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1
–(2)
2(–1)
More Graphs of Parabolas
139. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
More Graphs of Parabolas
140. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
More Graphs of Parabolas
141. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
More Graphs of Parabolas
142. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
More Graphs of Parabolas
(16, 1)
143. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
(15, 0)
More Graphs of Parabolas
(16, 1)
144. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
(15, 0)
More Graphs of Parabolas
(16, 1)
145. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2).
(15, 0)
More Graphs of Parabolas
(16, 1)
(15, 2)
146. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2).
Draw. (15, 0)
More Graphs of Parabolas
(16, 1)
(15, 2)
147. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2)
Draw. (15, 0)
(15, 2)
More Graphs of Parabolas
(16, 1)
148. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2)
Draw. Get y-int:
–y2 + 2y + 15 = 0
(15, 0)
(15, 2)
More Graphs of Parabolas
(16, 1)
149. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2)
Draw. Get y-int:
–y2 + 2y + 15 = 0
y2 – 2y – 15 = 0
(y – 5) (y + 3) = 0
y = 5, -3
(15, 0)
(15, 2)
More Graphs of Parabolas
(16, 1)
150. Example B. Graph x = –y2 + 2y + 15
Vertex: set y = =1 then x = –(1)2 + 2(1) + 15 = 16
–(2)
2(–1)
so v = (16, 1).
Another point:
Set y = 0 then x = 15
or (15, 0).
Plot its reflection.
It's (15, 2)
Draw. Get y-int:
–y2 + 2y + 15 = 0
y2 – 2y – 15 = 0
(y – 5) (y + 3) = 0
y = 5, -3
(15, 0)
(15, 2)
More Graphs of Parabolas
(16, 1)
(0, -3)
151. When graphing parabolas, we must also give the x-intercepts
and the y-intercept.
The y-intercept is (o, c) obtained by setting x = 0.
The x-intercept is obtained by setting y = 0 and solve the
equation 0 = ax2 + bx + c which may or may not have real
number solutions. Hence there might not be any x-intercept.
More Graphs of Parabolas
Following are the steps to graph a parabola y = ax2 + bx + c.
1. Set x = in the equation to find the vertex.
2. Find another point, use the y-intercept (0, c) if possible.
3. Locate its reflection across the center line, these three
points form the tip of the parabola. Trace the parabola.
4. Set y = 0 and solve to find the x intercept.
-b
2a
The graph of y = ax2 + bx = c are up-down parabolas.
If a > 0, the parabola opens up.
If a < 0, the parabola opens down.
152. More Graphs of Parabolas
Exercise A. Graph the following parabolas. Identify which
direction the parabolas face, determine the vertices using
the vertex method. Label the x and y intercepts, if any.
1. x = –y2 – 2y + 15 2. y = x2 – 2x – 15
3. y = x2 + 2x – 15 4. x = –y2 + 2y + 15
5. x = –y2 – 4y + 12 6. y = x2 – 4x – 21
7. y = x2 + 4x – 12 8. x = –y2 + 4y + 21
9. x = –y2 + 4y – 4 10. y = x2 – 4x + 4
11. x = –y2 + 4y – 4 12. y = x2 – 4x + 4
13. y = –x2 – 4x – 4 14. x = –y2 – 4y – 4
15. x = –y2 + 6y – 40 16. y = x2 – 6x – 40
17. y = –x2 – 8x + 48 18. x = y2 – 8y – 48
19. x = –y2 + 4y – 10 20. y = x2 – 4x – 2
21. y = –x2 – 4x – 8 22. x = –y2 – 4y – 5