The document contains a series of assertion-reason type questions about conic sections (parabolas, ellipses, hyperbolas). Each question contains two statements and four answer choices to identify the relationship between the statements. The questions test properties of conic sections such as slopes of tangents, normals, focal chords, directrix, eccentricity, equations of tangents, common tangents, and loci of points from which perpendicular tangents can be drawn.
09 p.t (straight line + circle) solutionAnamikaRoy39
This document provides solutions to mathematical problems involving straight lines and circles. Some key details:
- Problem 1 involves solving a system of linear equations to find the value of a variable in the first quadrant.
- Problem 2 describes the family of lines passing through a given point and the equation of the angle bisector.
- Problem 3 discusses how the area between a circle and line is maximized when the line acts as the diameter.
- The document discusses finding the equation of a tangent line to a circle given a point of tangency, as well as finding points of intersection between a line and a circle.
- The key steps are to find the center and radius of the circle from its equation, then use properties of tangents (gradient of radius = -1/gradient of tangent) to determine the gradient of the tangent line.
- To find intersections, set the line and circle equations equal and solve using substitution or factorizing, looking for real number solutions. If only one solution is found, the line is tangent to the circle.
This document provides a study package on circles for a mathematics class. It begins with an index listing the topics covered, which include theory, revision, exercises, assertion and reason questions, and past examination questions. It then covers circle theory, equations of circles in various forms including parametric and Cartesian, intercepts made by circles on axes, the position of points with respect to circles, lines and circles, and tangents to circles. Examples are provided to illustrate each concept. The document is intended to be a comprehensive resource for students to learn about circles.
Determining the center and the radius of a circleHilda Dragon
This document provides instruction on determining the center and radius of a circle given its equation in standard form and vice versa. It begins with stating the objectives of identifying the standard form of a circle equation and using it to determine center and radius or write the equation given one of those. Several examples are worked through, including transforming equations to standard form and finding center and radius. Short exercises are provided for students to practice these skills.
This document contains an unsolved mathematics paper from 2005 containing 59 multiple choice questions. The questions cover a range of mathematics topics including algebra, trigonometry, calculus, geometry, probability, and more. For each question, four answer options are provided, but only one is correct. The questions include both word problems and other mathematical problems/expressions to evaluate or simplify.
This document discusses distance, circles, and quadratic equations in three parts:
1) It derives the formula for finding the distance between two points in a plane as the square root of the sum of the squares of the differences of their x- and y-coordinates.
2) It derives the midpoint formula for finding the midpoint between two points as the average of their x-coordinates and the average of their y-coordinates.
3) It discusses the standard equation of a circle, gives methods for finding the center and radius from different forms of the circle equation, and notes degenerate cases where the equation does not represent a circle.
This document discusses graphing circles and converting between graphing form and standard form equations of circles. It provides examples of writing the equation of a circle given its center and radius in graphing form. It also shows how to find the center, radius, and equation of a circle given the standard form equation. The key points are:
- In graphing form, the center is denoted as (h, k) and the equation is (x - h)2 + (y - k)2 = r2
- To convert to standard form, complete the square and factor the left side, moving any constant to the right side.
The document provides examples and explanations of finding equations of circles that are tangent to lines or pass through given points. It discusses using formulas for perpendicular distance from a line or point to determine a circle's radius and center. It also shows solving systems of equations algebraically or using geometric constructions to find centers and radii when given additional constraints like points or lines that a circle must be tangent to or pass through.
09 p.t (straight line + circle) solutionAnamikaRoy39
This document provides solutions to mathematical problems involving straight lines and circles. Some key details:
- Problem 1 involves solving a system of linear equations to find the value of a variable in the first quadrant.
- Problem 2 describes the family of lines passing through a given point and the equation of the angle bisector.
- Problem 3 discusses how the area between a circle and line is maximized when the line acts as the diameter.
- The document discusses finding the equation of a tangent line to a circle given a point of tangency, as well as finding points of intersection between a line and a circle.
- The key steps are to find the center and radius of the circle from its equation, then use properties of tangents (gradient of radius = -1/gradient of tangent) to determine the gradient of the tangent line.
- To find intersections, set the line and circle equations equal and solve using substitution or factorizing, looking for real number solutions. If only one solution is found, the line is tangent to the circle.
This document provides a study package on circles for a mathematics class. It begins with an index listing the topics covered, which include theory, revision, exercises, assertion and reason questions, and past examination questions. It then covers circle theory, equations of circles in various forms including parametric and Cartesian, intercepts made by circles on axes, the position of points with respect to circles, lines and circles, and tangents to circles. Examples are provided to illustrate each concept. The document is intended to be a comprehensive resource for students to learn about circles.
Determining the center and the radius of a circleHilda Dragon
This document provides instruction on determining the center and radius of a circle given its equation in standard form and vice versa. It begins with stating the objectives of identifying the standard form of a circle equation and using it to determine center and radius or write the equation given one of those. Several examples are worked through, including transforming equations to standard form and finding center and radius. Short exercises are provided for students to practice these skills.
This document contains an unsolved mathematics paper from 2005 containing 59 multiple choice questions. The questions cover a range of mathematics topics including algebra, trigonometry, calculus, geometry, probability, and more. For each question, four answer options are provided, but only one is correct. The questions include both word problems and other mathematical problems/expressions to evaluate or simplify.
This document discusses distance, circles, and quadratic equations in three parts:
1) It derives the formula for finding the distance between two points in a plane as the square root of the sum of the squares of the differences of their x- and y-coordinates.
2) It derives the midpoint formula for finding the midpoint between two points as the average of their x-coordinates and the average of their y-coordinates.
3) It discusses the standard equation of a circle, gives methods for finding the center and radius from different forms of the circle equation, and notes degenerate cases where the equation does not represent a circle.
This document discusses graphing circles and converting between graphing form and standard form equations of circles. It provides examples of writing the equation of a circle given its center and radius in graphing form. It also shows how to find the center, radius, and equation of a circle given the standard form equation. The key points are:
- In graphing form, the center is denoted as (h, k) and the equation is (x - h)2 + (y - k)2 = r2
- To convert to standard form, complete the square and factor the left side, moving any constant to the right side.
The document provides examples and explanations of finding equations of circles that are tangent to lines or pass through given points. It discusses using formulas for perpendicular distance from a line or point to determine a circle's radius and center. It also shows solving systems of equations algebraically or using geometric constructions to find centers and radii when given additional constraints like points or lines that a circle must be tangent to or pass through.
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
The document discusses circle equations with a given center point and radius. It provides the general equation for finding the distance between two points and uses this to derive the equation of a circle given its center P(-2,3) and passing through point Q(4,-1). It then shows the equations for circles with this center that meet exactly one point X and one point Y.
The document defines and provides examples of ellipses. An ellipse is defined by the equation (x-g)^2/a^2 + (y-h)^2/b^2 = 1, where (g,h) is the center and a and b are the lengths of the semi-major and semi-minor axes. Examples are given of graphing ellipses and finding properties such as focal length and length of the major and minor axes. Exercises are also included for the student to practice graphing ellipses and determining related properties.
This document discusses concepts and examples related to derivatives and critical points. It provides:
1) Examples of functions with critical points identified by setting the derivative equal to zero and finding the x-values that satisfy this. Maximum and minimum values are identified.
2) Practice problems for students to find the critical points, maximum/minimum values, and evaluate functions at critical points.
3) Additional examples illustrate situations where the derivative is undefined or does not equal zero at critical points.
The document provides an overview of various topics in analytic geometry, including circle equations, distance equations, systems of two and three variable equations, linear inequalities, rational inequalities, and intersections of inequalities. It defines key concepts, provides examples of how to solve different types of problems, and notes things to remember when working with inequalities.
- The general equation of a circle is x2 + y2 + 2gx + 2fy + c = 0.
- Comparing this equation to the standard form (x - h)2 + (y - k)2 = r2 allows us to determine the circle's center (h, k) and radius r from any circle equation.
- For the example circle x2 + y2 + 4x - 6y + 4 = 0, the center is (-2, 3) and the radius is 3 units.
This document contains information about parabolas including their definition as the set of points equidistant from a focus and directrix, properties such as the length of the latus rectum, and how to graph various parabolas by identifying their axis of symmetry, vertex, focus, and directrix. It also provides a link to an interactive sketchpad demonstration of a parabola.
The document provides information about the standard equation of a circle given its center and tangency condition. It gives the equation (x – 5)2 + (y + 6)2 = 36 for the circle with center (5,-6) tangent to the x-axis. It then explains how to rewrite this in general form as x2 + y2 - 10x +12y+25 =0. It also gives the general form of the equation of a circle Ax2 + By2 + Cx + Dy + E = 0 and examples of identifying the center and radius from equations in general form.
The document discusses the coordinate equation of a circle. It states that a circle can be defined as all points that are equidistant from the center point. The standard form of the equation of a circle is r2 = (x - h)2 + (y - k)2, where (h, k) are the coordinates of the center and r is the radius. It provides examples of writing the equation of a circle given properties like the center point and radius or a point on the circle.
This document discusses the general equation of a circle and provides examples of finding the center and radius of circles given their equations.
The general equation of a circle is given as (x - h)2 + (y - k)2 = r2, where (h,k) represents the center and r is the radius. Three examples are worked through, finding the center and radius for circles with equations x2 + y2 - 4x - 8y + 16 = 0, x2 + y2 - 10x - 20y + 100 = 0, and x2 + y2 - 2x + 1 = 5. Alternative methods for finding the center and radius are also discussed.
1) The document provides information on circle equations and properties including: the general form of a circle equation, finding the center and radius from an equation, and determining if a point lies inside, outside or on a circle.
2) Examples are given for writing circle equations in different forms, finding centers and radii, and finding intersection points between circles and lines.
3) The key steps for finding intersections between a line and circle are outlined using simultaneous equations and the discriminant.
This document provides formulas and examples for calculating the distance and midpoint between two points.
The distance formula is used to find the distance between two points (x1, y1) and (x2, y2). The midpoint formula finds the midpoint between two points by taking the average of the x-coordinates and y-coordinates.
Several examples demonstrate using the distance and midpoint formulas to find distances, midpoints, and missing endpoint coordinates. The key steps are to work inside parentheses, do exponents before addition, and plug points into the formulas.
The document summarizes the binomial theorem and properties of binomial coefficients. It provides:
1) The binomial theorem expresses the expansion of (a + b)n as a sum of terms involving binomial coefficients for any positive integer n.
2) Important properties of binomial coefficients are discussed, such as their relationship to factorials and the symmetry of coefficients.
3) Examples are given of using the binomial theorem to find coefficients and solve problems involving divisibility and series of binomial coefficients.
This document introduces concepts related to second-order linear differential equations including superposition of solutions, existence and uniqueness of solutions, linear independence, the Wronskian, and general solutions. It provides 16 examples of imposing initial conditions on general solutions to obtain particular solutions. It also includes problems assessing understanding of related concepts and solving characteristic equations.
The document provides information about conic sections, specifically circles. It defines a circle as the set of points equidistant from a fixed point, and provides the standard equation (x - h)2 + (y - k)2 = r2, where (h, k) is the circle's center and r is the radius. Several example problems are worked through, finding the equation of circles given properties like specific points or tangency to lines. The concept of a family of circles is introduced, where the circles share a common property like center location. Radical axes are defined as the line perpendicular to the line joining two circle centers.
Series expansion of exponential and logarithmic functionsindu psthakur
The document summarizes series expansions of exponential and logarithmic functions. It provides the series expansions of ex, e-x, ex+c, and logarithmic functions like log(1+x). It discusses the properties of the natural logarithm and exponential functions. Examples are given of finding sums of various exponential and logarithmic series. Questions with hints are also provided about proving properties related to logarithmic and exponential series.
This document discusses key concepts about circles, including:
- The standard equation of a circle is (x - h)2 + (y - k)2 = r2, where (h, k) are the coordinates of the center and r is the radius.
- Given the equation or properties of a circle, one can determine its center and radius or write the equation in standard form.
- Points can lie inside, outside, or on a circle, which can be determined by comparing distances or substituting into the equation.
- A circle and line can intersect in 0, 1, or 2 points, which can be found using algebraic techniques.
- The equation of a circle can be found given 3
This document discusses the preservation and access of Indian manuscripts in academic libraries. It provides context on the estimated number of manuscripts in India and abroad, defining what constitutes a manuscript. It then discusses the tradition of manuscript preservation in India, including individuals and institutions that worked to collect, catalogue, and preserve manuscripts. Finally, it outlines modern preservation methods like microfilming and digitization used by organizations like IGNCA and the National Mission for Manuscripts to help preserve this cultural heritage and make it accessible to scholars.
This document provides an outline of the early history of physics in India, focusing on the schools of Vaiśesika and Sāṃkhya. It summarizes their key atomic and cosmological theories, which were later applied to technology. The document discusses how these schools categorized and described the physical and psychological worlds in an integrated manner. It provides context on the chronology of relevant Indian texts and an overview of categories in Vaiśesika and Sāṃkhya before examining their early physical concepts which can be traced to Vedic literature.
Illustration of Indian Botany by Henry NoltieAjai Singh
This document provides background information on Robert Wight, a 19th century Scottish botanist who worked in India. It discusses Wight's life and work classifying plants in South India, setting him in the context of Scottish Enlightenment thought and Romanticism. It also introduces Wight's commissioning of botanical illustrations from Indian artists, which will be the focus of the second part of the lecture. The document contains portraits and landscapes to further contextualize Wight and his time period. It notes that the Royal Botanic Garden in Edinburgh holds a significant collection related to Wight, including herbarium specimens and 711 drawings made for him in India.
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
The document discusses circle equations with a given center point and radius. It provides the general equation for finding the distance between two points and uses this to derive the equation of a circle given its center P(-2,3) and passing through point Q(4,-1). It then shows the equations for circles with this center that meet exactly one point X and one point Y.
The document defines and provides examples of ellipses. An ellipse is defined by the equation (x-g)^2/a^2 + (y-h)^2/b^2 = 1, where (g,h) is the center and a and b are the lengths of the semi-major and semi-minor axes. Examples are given of graphing ellipses and finding properties such as focal length and length of the major and minor axes. Exercises are also included for the student to practice graphing ellipses and determining related properties.
This document discusses concepts and examples related to derivatives and critical points. It provides:
1) Examples of functions with critical points identified by setting the derivative equal to zero and finding the x-values that satisfy this. Maximum and minimum values are identified.
2) Practice problems for students to find the critical points, maximum/minimum values, and evaluate functions at critical points.
3) Additional examples illustrate situations where the derivative is undefined or does not equal zero at critical points.
The document provides an overview of various topics in analytic geometry, including circle equations, distance equations, systems of two and three variable equations, linear inequalities, rational inequalities, and intersections of inequalities. It defines key concepts, provides examples of how to solve different types of problems, and notes things to remember when working with inequalities.
- The general equation of a circle is x2 + y2 + 2gx + 2fy + c = 0.
- Comparing this equation to the standard form (x - h)2 + (y - k)2 = r2 allows us to determine the circle's center (h, k) and radius r from any circle equation.
- For the example circle x2 + y2 + 4x - 6y + 4 = 0, the center is (-2, 3) and the radius is 3 units.
This document contains information about parabolas including their definition as the set of points equidistant from a focus and directrix, properties such as the length of the latus rectum, and how to graph various parabolas by identifying their axis of symmetry, vertex, focus, and directrix. It also provides a link to an interactive sketchpad demonstration of a parabola.
The document provides information about the standard equation of a circle given its center and tangency condition. It gives the equation (x – 5)2 + (y + 6)2 = 36 for the circle with center (5,-6) tangent to the x-axis. It then explains how to rewrite this in general form as x2 + y2 - 10x +12y+25 =0. It also gives the general form of the equation of a circle Ax2 + By2 + Cx + Dy + E = 0 and examples of identifying the center and radius from equations in general form.
The document discusses the coordinate equation of a circle. It states that a circle can be defined as all points that are equidistant from the center point. The standard form of the equation of a circle is r2 = (x - h)2 + (y - k)2, where (h, k) are the coordinates of the center and r is the radius. It provides examples of writing the equation of a circle given properties like the center point and radius or a point on the circle.
This document discusses the general equation of a circle and provides examples of finding the center and radius of circles given their equations.
The general equation of a circle is given as (x - h)2 + (y - k)2 = r2, where (h,k) represents the center and r is the radius. Three examples are worked through, finding the center and radius for circles with equations x2 + y2 - 4x - 8y + 16 = 0, x2 + y2 - 10x - 20y + 100 = 0, and x2 + y2 - 2x + 1 = 5. Alternative methods for finding the center and radius are also discussed.
1) The document provides information on circle equations and properties including: the general form of a circle equation, finding the center and radius from an equation, and determining if a point lies inside, outside or on a circle.
2) Examples are given for writing circle equations in different forms, finding centers and radii, and finding intersection points between circles and lines.
3) The key steps for finding intersections between a line and circle are outlined using simultaneous equations and the discriminant.
This document provides formulas and examples for calculating the distance and midpoint between two points.
The distance formula is used to find the distance between two points (x1, y1) and (x2, y2). The midpoint formula finds the midpoint between two points by taking the average of the x-coordinates and y-coordinates.
Several examples demonstrate using the distance and midpoint formulas to find distances, midpoints, and missing endpoint coordinates. The key steps are to work inside parentheses, do exponents before addition, and plug points into the formulas.
The document summarizes the binomial theorem and properties of binomial coefficients. It provides:
1) The binomial theorem expresses the expansion of (a + b)n as a sum of terms involving binomial coefficients for any positive integer n.
2) Important properties of binomial coefficients are discussed, such as their relationship to factorials and the symmetry of coefficients.
3) Examples are given of using the binomial theorem to find coefficients and solve problems involving divisibility and series of binomial coefficients.
This document introduces concepts related to second-order linear differential equations including superposition of solutions, existence and uniqueness of solutions, linear independence, the Wronskian, and general solutions. It provides 16 examples of imposing initial conditions on general solutions to obtain particular solutions. It also includes problems assessing understanding of related concepts and solving characteristic equations.
The document provides information about conic sections, specifically circles. It defines a circle as the set of points equidistant from a fixed point, and provides the standard equation (x - h)2 + (y - k)2 = r2, where (h, k) is the circle's center and r is the radius. Several example problems are worked through, finding the equation of circles given properties like specific points or tangency to lines. The concept of a family of circles is introduced, where the circles share a common property like center location. Radical axes are defined as the line perpendicular to the line joining two circle centers.
Series expansion of exponential and logarithmic functionsindu psthakur
The document summarizes series expansions of exponential and logarithmic functions. It provides the series expansions of ex, e-x, ex+c, and logarithmic functions like log(1+x). It discusses the properties of the natural logarithm and exponential functions. Examples are given of finding sums of various exponential and logarithmic series. Questions with hints are also provided about proving properties related to logarithmic and exponential series.
This document discusses key concepts about circles, including:
- The standard equation of a circle is (x - h)2 + (y - k)2 = r2, where (h, k) are the coordinates of the center and r is the radius.
- Given the equation or properties of a circle, one can determine its center and radius or write the equation in standard form.
- Points can lie inside, outside, or on a circle, which can be determined by comparing distances or substituting into the equation.
- A circle and line can intersect in 0, 1, or 2 points, which can be found using algebraic techniques.
- The equation of a circle can be found given 3
This document discusses the preservation and access of Indian manuscripts in academic libraries. It provides context on the estimated number of manuscripts in India and abroad, defining what constitutes a manuscript. It then discusses the tradition of manuscript preservation in India, including individuals and institutions that worked to collect, catalogue, and preserve manuscripts. Finally, it outlines modern preservation methods like microfilming and digitization used by organizations like IGNCA and the National Mission for Manuscripts to help preserve this cultural heritage and make it accessible to scholars.
This document provides an outline of the early history of physics in India, focusing on the schools of Vaiśesika and Sāṃkhya. It summarizes their key atomic and cosmological theories, which were later applied to technology. The document discusses how these schools categorized and described the physical and psychological worlds in an integrated manner. It provides context on the chronology of relevant Indian texts and an overview of categories in Vaiśesika and Sāṃkhya before examining their early physical concepts which can be traced to Vedic literature.
Illustration of Indian Botany by Henry NoltieAjai Singh
This document provides background information on Robert Wight, a 19th century Scottish botanist who worked in India. It discusses Wight's life and work classifying plants in South India, setting him in the context of Scottish Enlightenment thought and Romanticism. It also introduces Wight's commissioning of botanical illustrations from Indian artists, which will be the focus of the second part of the lecture. The document contains portraits and landscapes to further contextualize Wight and his time period. It notes that the Royal Botanic Garden in Edinburgh holds a significant collection related to Wight, including herbarium specimens and 711 drawings made for him in India.
The Future of India's Foreign Policy: A Conversation with Yashwant SinhaAjai Singh
In advance of the U.S.-India Dialogue in Washington, Foreign Policy at Brookings hosted Yashwant Sinha, former minister of external affairs and finance of the Republic of India, for a discussion on the challenges and opportunities facing India’s foreign policy. Mr. Sinha reviewed the prospects for India’s relations with the U.S. and discussed the main international economic and trade issues affecting his country. Mr. Sinha also shared his perspectives on India’s developing policies toward China, Pakistan, and other nations of South Asia.
The passage discusses art criticism found in the ancient Hindu play Shakuntala. It contains a scene where characters examine and discuss a painting of the title character. They comment on details of her appearance and surroundings in a realistic way, showing familiarity with painting techniques. This demonstrates that ancient Hindu audiences had a humanist, non-mystical view of art that focused on realistic representation, rather than seeing it as only religious or idealistic. The passage also argues against views that Hindu art was solely inspired by yoga or mysticism, noting myths and religious stories were also common themes in ancient Greek and European art.
x2 y2
Standard Equation of hyperbola is a 2 – b2 = 1
(i) Definition hyperbola : A Hyperbola is the locus of a point in a plane which moves in the plane in such a way that the ratio of its distance from a fixed point (called focus) in the same plane to its distance from a fixed line (called directrix) is always constant which is always greater than unity.
The hyperbola whose transverse and conjugate axes are respectively the conjugate and transverse axes of a given hyperbola is called conjugate hyperbola.
Note :
(i) If e1 and e2 are the eccentricities of the
(ii) Vertices : The point A and A where the curve meets the line joining the foci S and S
hyperbola and its conjugate then
1 +
e 2 e
1 = 1
2
are called vertices of hyperbola.
(iii) Transverse and Conjugate axes : The straight line joining the vertices A and A is called transverse axes of the hyperbola. Straight line perpendicular to the transverse axes and passes through its centre called conjugate axes.
(iv) Latus Rectum : The chord of the hyperbola which passes through the focus and is perpendicular to its transverse axes is called
2b2
latus rectum. Length of latus rectum = a .
(ii) The focus of hyperbola and its1 conju2gate are concyclic.
Standard Equation and Difinitions
Ex.1 Find the equation of the hyperbola whose directrix is 2x + y = 1, focus (1,2) and
eccentricity 3 .
Sol. Let P (x,y) be any point on the hyperbola. Draw PM perpendicular from P on the directrix.
Then by definition SP = e PM
(v) Eccentricity : For the hyperbola
x2 y2
a 2 – b2
= 1,
(SP)2 = e2(PM)2
2x y 12
b2 = a2 (e2 – 1)
(x–1)2 + (y–2)2 = 3
Conjugate axes 2
5(x2 + y2 – 2x – 4y + 5} =
e = =
1
Transverse
axes
3(4x2 + y2 + 1+ 4xy – 2y – 4x)
7x2 – 2y2 + 12xy – 2x + 14y – 22 = 0
(vi) Focal distance : The distance of any point on the hyperbola from the focus is called the focal distance of the point.
Note : The difference of the focal distance of a point on the hyperbola is constant and is equal to the length
of the transverse axes. |SP – SP| = 2a (const.)
which is the required hyperbola.
Ex.2 Find the lengths of transverse axis and conjugate axis, eccentricity and the co- ordinates of foci and vertices; lengths of the latus rectum, equations of the directrices of the hyperbola 16x2 – 9y2 = –144
Sol. The equation 16x2 – 9y2 = – 144 can be
Sol. y= m1(x –a),y= m2(x + a) where m1m2 = k, given
x 2
written as 9
x2
y 2
– 16 = – 1. This is of the form
y2
In order to find the locus of their point of intersection we have to eliminate the unknown
m1 and m2. Multiplying, we get
y2 = m1m2 (x2 – a2) or y2 = k(x2–a2)
a 2 – b2 = – 1
a2 = 9, b2 = 16 a = 3, b = 4
or x – y
1 k
= a2
which represents a hyperbola.
Length of transverse axis :
The length of transverse axis = 2b = 8
Length of conjugate axis :
The length of conjugate axis = 2a = 6
5
Ex.5 T
The document contains questions related to calculus topics like integration, area, length, curvature, and envelopes. Many questions ask to find specific values like the radius of curvature at a given point, the area between curves, or the coordinates where a curve meets an axis. Some ask about symmetries of curves or their asymptotes. The document seems to be a set of practice problems for calculus concepts involving curves, surfaces, and their properties.
Distinguish equations representing the circles and the conics; use the properties of a particular geometry to sketch the graph in using the rectangular or the polar coordinate system. Furthermore, to be able to write the equation and to solve application problems involving a particular geometry.
This document provides a formula booklet covering topics in mathematics. It contains 24 sections with over 100 formulas related to topics like straight lines, circles, parabolas, ellipses, hyperbolas, limits, differentiation, integration, equations, sequences, series, vectors, and more. For each topic, relevant geometric definitions and properties are stated along with the key formulas.
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
circles_ppt angle and their relationship.pptMisterTono
The document provides information about properties of circles, including theorems about angles formed by chords, secants, and tangents intersecting inside and outside circles, as well as theorems about relationships between lengths of segments of chords and secants. It also discusses writing equations of circles in standard form given the center and radius, finding the center and radius from a standard equation, and graphing circles from standard equations. Examples are provided to demonstrate applying the theorems and writing/graphing circle equations.
1. The document discusses various properties and equations related to circles such as the standard equation of a circle, parametric equations of a circle, equations of circles under special conditions like touching axes, and equations of tangents, normals, and chords related to circles.
2. It also covers topics like the position of a point or line with respect to a circle, equations for common tangents between two circles, conditions for orthogonality of circles, properties of the radical axis, and the radical center.
3. The document provides sample problems from engineering entrance exams involving the application of circle concepts.
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
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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!
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
Juneteenth Freedom Day 2024 David Douglas School District
conic section part 8 of 8
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Some questions (Assertion–Reason type) are given below. Each question contains Statement – 1 (Assertion) and Statement – 2
(Reason). Each question has 4 choices (A), (B), (C) and (D) out of which ONLY ONE is correct. So select the correct choice :
Choices are :
(A) Statement – 1 is True, Statement – 2 is True; Statement – 2 is a correct explanation for Statement – 1.
(B) Statement – 1 is True, Statement – 2 is True; Statement – 2 is NOT a correct explanation for Statement – 1.
(C) Statement – 1 is True, Statement – 2 is False.
(D) Statement – 1 is False, Statement – 2 is True.
PPAARRAABBOOLLAA
286. Statement-1 : Slope of tangents drawn from (4, 10) to parabola y2
= 9x are
1 9
,
4 4
.
Statement-2 : Every parabola is symmetric about its directrix.
287. Statement-1 : Though (λ, λ + 1) there can’t be more than one normal to the parabola y2
= 4x, if λ < 2.
Statement-2 : The point (λ, λ + 1) lies outside the parabola for all λ ≠ 1.
288. Statement-1 : If x + y = k is a normal to the parabola y2
= 12x, then k is 9.
Statement-2 : Equation of normal to the parabola y2
= 4ax is y – mx + 2am + am3
= 0
289. Statement-1 : If b, k are the segments of a focal chord of the parabola y2
= 4ax, then k is equal to ab/b-a.
Statement-2 : Latus rectum of the parabola y2
= 4ax is H.M. between the segments of any focal chord of the parabola
290. Statement-1 : Two parabolas y2
= 4ax and x2
= 4ay have common tangent x + y + a = 0
Statement-2 : x + y + a = 0 is common tangent to the parabolas y2
= 4ax and x2
= 4ay and point of contacts lie on their
respective end points of latus rectum.
291. Statement-1 : In parabola y2
= 4ax, the circle drawn taking focal radii as diameter touches
y-axis.
Statement-2 : The portion of the tangent intercepted between point of contact and directix subtends 90° angle at focus.
292. Statement-1 : The joining points (8, -8) & (1/2, −2), which are lying on parabola y2
= 4ax, pass through focus of parabola.
Statement-2 : Tangents drawn at (8, -8) & (1/2, -2) on the parabola y2
= 4ax are perpendicular.
293. Statement-1 : There are no common tangents between circle x2
+ y2
– 4x + 3 = 0 and parabola
y2
= 2x.
Statement-2 : Equation of tangents to the parabola x2
= 4ay is x = my + a/m where m denotes slope of tangent.
294. Statement-1 : Three distinct normals of the parabola y2
= 12x can pass through a point (h ,0) where h > 6.
Statement-2 : If h > 2a then three distinct nroamls can pass through the point (h, 0) to the parabola y2
= 4ax.
295. Statement-1 : The normals at the point (4, 4) and
1
, 1
4
−
of the parabola y2
= 4x are perpendicular.
Statement-2 : The tangents to the parabola at the and of a focal chord are perpendicular.
296. Statement-1 : Through (λ, λ + 1) there cannot be more than one-normal to the parabola y2
= 4x if λ < 2.
Statement-2 : The point (λ, λ + 1) lines out side the parabola for all λ ≠ 1.
297. Statement-1 : Slope of tangents drawn from (4, 10) to parabola y2
= 9x are 1/4, 9/4
Statement-2 : Every parabola is symmetric about its axis.
298. Statement-1 : If a parabola is defined by an equation of the form y = ax2
+ bx + c where a, b, c ∈R and a > 0, then the
parabola must possess a minimum.
Statement-2 : A function defined by an equation of the form y = ax2
+ bx + c where a, b, c∈R and a ≠ 0, may not have an
extremum.
299. Statement-1 : The point (sin α, cos α) does not lie outside the parabola 2y2
+ x − 2 = 0 when
5 3
, ,
2 6 2
π π π
α∈ ∪ π
Statement-2 : The point (x1, y1) lies outside the parabola y2
= 4ax if y1
2
− 4ax1 > 0.
300. Statement-1 : The line y = x + 2a touches the parabola y2
= 4a(x + a).
Statement-2 : The line y = mx + c touches y2
= 4a(x + a) if c = am + a/m.
301. Statement-1 : If PQ is a focal chord of the parabola y2
= 32x then minimum length of PQ = 32.
Statement-2 : Latus rectum of a parabola is the shortest focal chord.
302. Statement-1 : Through (λ, λ + 1), there can’t be more than one normal to the parabola
y2
= 4x if λ < 2.
Statement–2 : The point (λ, λ + 1) lies outside the parabola for all λ ∈ R ~ {1}.
303. Statement–1 : Perpendicular tangents to parabola y2
= 8x meets on x + 2 = 0
Statement–2 : Perpendicular tangents of parabola meets on tangent at the vertex.
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304. Let y2
= 4ax and x2
= 4ay be two parabolas
Statement-1: The equation of the common tangent to the parabolas is x + y + a = 0
Statement-2: Both the parabolas are reflected to each other about the line y = x.
305. Let y2
= 4a (x + a) and y2
= 4b (x + b) are two parabolas
Statement-1 : Tangents are drawn from the locus of the point are mutually perpendicular
State.-2: The locus of the point from which mutually perpendicular tangents can be drawn to the given comb is x + y + b = 0
EELLLLIIPPSSEE
306. Tangents are drawn from the point (-3, 4) to the curve 9x2
+ 16y2
= 144.
STATEMENT -1: The tangents are mutually perpendicular.
STATEMENT-2: The locus of the points from which mutually perpendicular tangents can be drawn to the given curve is x2
+
y2
= 25.
307. Statement–1 : Circle x2
+ y2
= 9, and the circle (x – 5) ( 2x 3)− + y ( 2y 2)− = 0 touches each other internally.
Statement–2 : Circle described on the focal distance as diameter of the ellipse 4x2
+ 9y2
= 36 touch the auxiliary circle x2
+
y2
= 9 internally
308. Statement–1 : If the tangents from the point (λ, 3) to the ellipse
2 2
x y
1
9 4
+ = are at right angles then λ
is equal to ± 2.
Statement–2 : The locus of the point of the intersection of two perpendicular tangents to the ellipse
2 2
2 2
x y
a b
+ = 1, is x2
+ y2
= a2
+ b2
.
309. Statement–1 : x – y – 5 = 0 is the equation of the tangent to the ellipse 9x2
+ 16y2
= 144.
Statement–2 : The equation of the tangent to the ellipse
2 2
2 2
x y
1
a b
+ = is of the form y = mx ±
2 2 2
a m b+ .
310. Statement–1 : At the most four normals can be drawn from a given point to a given ellipse.
Statement–2 : The standard equation
2 2
2 2
x y
1
a b
+ = of an ellipse does not change on changing x by – x and y by – y.
311. Statement–1 : The focal distance of the point ( )4 3, 5 on the ellipse 25x2
+ 16y2
= 1600 will be 7
and 13.
Statement–2 : The radius of the circle passing through the foci of the ellipse
2 2
x y
1
16 9
+ = and having
its centre at (0, 3) is 5.
312. Statement-1 : The least value of the length of the tangents to
2 2
2 2
x y
1
a b
+ = intercepted between the coordinate axes is a + b.
Statement-2 : If x1 and x2 be any two positive numbers then 1 2
1 2
x x
x x
2
+
≥ +
313. Statement-1 : In an ellipse the sum of the distances between foci is always less than the sum of focal distances of any point
on it.
Statement-2 : The eccentricity of any ellipse is less than 1.
314. Statement-1 : Any chord of the conic x2
+ y2
+ xy = 1, through (0, 0) is bisected at (0, 0)
Statement-2 : The centre of a conic is a point through which every chord is bisected.
315. Statement-1 : A tangent of the ellipse x2
+ 4y2
= 4 meets the ellipse x2
+ 2y2
= 6 at P & Q. The angle between the tangents
at P and Q of the ellipse x2
+ 2y2
= 6 is π/2
Statement-2 : If the two tangents from to the ellipse x2
/a2
+ y2
/b2
= 1 are at right angle, then locus of P is the circle x2
+ y2
=
a2
+ b2
.
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316. Statement-1 : The equation of the tangents drawn at the ends of the major axis of the ellipse 9x2
+ 5y2
– 30y = 0 is y = 0, y
= 7.
Statement-1 : The equation of the tangent drawn at the ends of major axis of the ellipse
x2
/a2
+ y2
/b2
= 1 always parallel to y-axis
317. Statement-1 : Tangents drawn from the point (3, 4) on to the ellipse
2 2
x y
1
16 9
+ = will be mutually perpendicular
Statement-2 : The points (3, 4) lies on the circle x2
+ y2
= 25 which is director circle to the ellipse
2 2
x y
1
16 9
+ = .
318. Statement-1 : For ellipse
2 2
x y
1
5 3
+ = , the product of the perpendicular drawn from focii on any tangent is 3.
Statement-2 : For ellipse
2
x y
1
5 3
2
+ = , the foot of the perpendiculars drawn from foci on any tangent lies on the circle x2
+ y2
= 5 which is auxiliary circle of the ellipse.
319. Statement-1 : If line x + y = 3 is a tangent to an ellipse with foci (4, 3) & (6, y) at the point (1, 2), then y = 17.
Statement-2 : Tangent and normal to the ellipse at any point bisects the angle subtended by foci at that point.
320. Statement-1 : Tangents are drawn to the ellipse
2 2
x y
1
4 2
+ = at the points, where it is intersected by the line 2x + 3y = 1.
Point of intersection of these tangents is (8, 6).
Statement-2 : Equation of chord of contact to the ellipse
2 2
2 2
x y
1
a b
+ = from an external point is given by
1 1
2 2
xx yy
1 0
a b
+ − =
321. Statement-1 : In an ellipse the sum of the distances between foci is always less than the sum of focal distances of any point
on it.
Statement-2 : The eccentricity of any ellipse is less than 1.
322. Statement-1 : The equation x2
+ 2y2
+ λxy + 2x + 3y + 1 = 0 can never represent a hyperbola
Statement-2 : The general equation of second degree represent a hyperbola it h2
> ab.
323. Statement-1 : The equation of the director circle to the ellipse 4x2
+ 9x2
= 36 is x2
+ y2
= 13.
Statement-2 : The locus of the point of intersection of perpendicular tangents to an ellipse is called the director circle.
324. Statement-1 : The equation of tangent to the ellipse 4x2
+ 9y2
= 36 at the point (3, −2) is
x y
1
3 2
− = .
Statement-2 : Tangent at (x1, y1) to the ellipse
2 2
2 2
x y
1
a b
+ = is 1 1
2 2
xx yy
1
a b
− =
325. Statement-1 : The maximum area of ∆PS1 S2 where S1, S2 are foci of the ellipse
2 2
2 2
x y
1
a b
+ = and P is any variable point
on it, is abe, where e is eccentricity of the ellipse.
Statement-2 : The coordinates of pare (a sec θ, b tan θ).
326. Statement-1 : In an ellipse the sum of the distances between foci is always less than the sum of focal distance of any point
on it.
Statement-2 : The eccentricity of ellipse is less than 1.
HHYYPPEERRBBOOLLAA
327. Let Y = ±
22
x 9
3
− x∈ [3, ∞) and Y1 = ±
22
x 9
3
− be x∈ (-∞, -3] two curves.
Statement 1: The number of tangents that can be drawn from
10
5,
3
−
to the curve
Y1 = ±
22
x 9
3
− is zero
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Statement 2: The point
10
5,
3
−
lies on the curve Y = ±
22
x 9
3
− .
328. Statement–1 : If (3, 4) is a point of a hyperbola having focus (3, 0) and (λ, 0) and length of the
transverse axis being 1 unit then λ can take the value 0 or 3.
Statement–2 : S P SP 2a′ − = , where S and S′ are the two focus 2a = length of the transverse axis and
P be any point on the hyperbola.
329. Statement–1 : The eccentricity of the hyperbola 9x2
– 16y2
– 72x + 96y – 144 = 0 is
5
4
.
Statement–2 : The eccentricity of the hyperbola
2 2
2 2
x y
1
a b
− = is equal to
2
2
b
1
a
+ .
330. Let a, b, α ∈ R – {0}, where a, b are constants and α is a parameter.
Statement–1 : All the members of the family of hyperbolas
2 2
2 2 2
x y 1
a b
+ =
α
have the same pair of
asymptotes.
Statement–2 : Change in α, does not change the slopes of the asymptotes of a member of the family
2 2
2 2 2
x y 1
a b
+ =
α
.
331. Statement–1 : The slope of the common tangent between the hyperbola
2 2
2 2
x y
1
a b
− = and
2 2
2 2
x y
1
b a
− + =
may be 1 or – 1.
Statement–2 : The locus of the point of inteeersection of lines
x y
m
a b
− = and
x y 1
a b m
+ = is a
hyperbola (where m is variable and ab ≠ 0).
332. Statement–1 : The equation x2
+ 2y2
+ λxy + 2x + 3y + 1 = 0 can never represent a hyperbola.
Statement–2 : The general equation of second degree represents a hyperbola if h2
> ab.
333. Statement–1 If a point (x1, y1) lies in the region II of
2 2
2 2
x y
1,
a b
− = shown in the figure, then
2 2
1 1
2 2
x y
0
a b
− <
Y
I
II III
III
X
I
II
b
y x
a
=
b
y x
a
=−
Statement–2 If (P(x1, y1) lies outside the a hyperbola
2 2
2 2
x y
1
a b
− = , then
2 2
1 1
2 2
x y
1
a b
− <
334. Statement–1 Equation of tangents to the hyperbola 2x2
− 3y2
= 6 which is parallel to the line
y = 3x + 4 is y = 3x − 5 and y = 3x + 5.
Statement–2 y = mx + c is a tangent to x2
/a2
− y2
/b2
= 1 if c2
= a2
m2
+ b2
.
335. Statement–1 : There can be infinite points from where we can draw two mutually perpendicular tangents on to the
hyperbola
2 2
x y
1
9 16
− =
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Statement–2 : The director circle in case of hyperbola
2 2
x y
1
9 16
− = will not exist because a2
< b2
and director circle is x2
+
y2
= a2
– b2
.
336. Statement–1 : The average point of all the four intersection points of the rectangular hyperbola xy = 1 and circle x2
+ y2
= 4
is origin (0, 0).
Statement–2 : If a rectangular hyperbola and a circle intersect at four points, the average point of all the points of
intersection is the mid point of line-joining the two centres.
337. Statement–1 : No tangent can be drawn to the hyperbola
2 2
x y
1,
2 1
− = which have slopes greater than
1
2
Statement–2 : Line y = mx + c is a tangent to hyperbola
2 2
2 2
x y
1
a b
− = . If c2
= a2
m2
– b2
338. Statement–1 : Eccentricity of hyperbola xy – 3x – 3y = 0 is 4/3
Statement–2 : Rectangular hyperbola has perpendicular asymptotes and eccentricity = 2
339. Statement–1 : The equation x2
+ 2y2
+ λxy + 2x + 3y + 1 = 0 can never represent a hyperbola
Statement–2 : The general equation of second degree represent a hyperbola it h2
> ab.
340. Statement–1 : The combined equation of both the axes of the hyperbola xy = c2
is x2
– y2
= 0.
Statement–2 : Combined equation of axes of hyperbola is the combined equation of angle bisectors of the asymptotes of the
hyperbola.
341. Statement–1 : The point (7, −3) lies inside the hyperbola 9x2
− 4y2
= 36 where as the point (2, 7) lies outside this.
Statement–2 : The point (x1, y1) lies outside, on or inside the hyperbola
2 2
2 2
x y
1
a b
− = according as
2 2
1 1
2 2
x y
1
a b
− − < or = or
> 0
342. Statement–1 : The equation of the chord of contact of tangents drawn from the point (2, −1) to the hyperbola 16x2
− 9y2
=
144 is 32x + 9y = 144.
Statement–2 : Pair of tangents drawn from (x1, y1) to
2 2
2 2
x y
1
a b
− = is SS1 = T2
2 2
2 2
x y
S 1
a b
= − =
2 2
1 1
1 2 2
x y
S 1
a b
= − −
343. Statement–1 : If PQ and RS are two perpendicular chords of xy = xe
, and C be the centre of hyperbola xy = c2
. Then product
of slopes of CP, CQ, CR and CS is equal to 1.
Statement–2 : Equation of largest circle with centre (1, 0) and lying inside the ellipse x2
+ 4y2
16 is 3x2
+ 3y2
− 6x − 8 = 0.
Answer
286. C 287. B 288. A 289. C 290. B 291. B 292. B 293. C 294. A 295. A 296. B 297. A 298. C 299. B 300. A
301. A 302. B 303. C 304. B 305. A 306. A 307. A 308. A 309. A 310. B 311. C 312. B 313. A 314. A 315. A
316. C 317. A 318. B 319. A 320. D 321. A 322. A 323. A 324. C 325. C 326. A 327. A 328. D 329. A 330. A
331. B 332. D 333. D 334. C 335. D 336. A 337. A 338. D 339. A 340. A 341. A 342. B 343. B
Solution
286. Option (C) is correct.
y = mx +
a
m
10 = 4m – 1.
9/ 4
m
⇒ 16m2
– 40m + 9 = 0 ⇒ m1 = 2
1 9
,m
4 4
=
Every m1 = 2
1 9
,m
4 4
= Every parabola is symmetric about its axis.
287. Option (B) is correct
Any normal to y2
= 4x is
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Y + tx = 2t + t3
If this passes through (λ, λ + 1), we get
λ + 1 + λ = 2t + t3
⇒ t3
+ t(2 - λ) - λ - 1 = 0 = f(t) (say)
If λ < 2, then f′(t) = 3t2
+ (2 - λ) > 0
⇒ f(t) = 0 will have only one real root. So A is true.
Statement 2 is also true b′ coz (λ + 1)2
> 4λ is true ∀ λ ≠ 1. The statement is true but does not follow true statement-2.
288. For the parabola y2
= 12x, equation of a normal with slope -1 is y = -x -2. 3(-1) -3 (-1) 3
⇒ x + y = 9, ⇒ k = 9 Ans. (A).
289. SP = a + at1
2
= a(1 + t1
2
)
SQ = a + a/t1
2
=
2
1
2
1
a(1 t )
t
+
=
1 1
SP SQ
+ =
2
1
2
1
(1 t ) 1
a(1 t ) a
+
=
+
1 1 1
, ,
SP 2a SQ
are in A.P.
⇒ 2a is H.M. between SP & SQ
Hence
1 1 1
b k a
+ = ⇒
1 1 1
k a b
= − ⇒ k = ab/b-a =
b a
ab
−
Ans. (C)
290. y2
= 4ax
equation of tangent of slope ‘m’
y = mx +
a
m
If it touches x2
= 4ay then x2
= 4a (mx + a/m)
x2
– 4amx -
2
4a
0
m
= will have equal roots
D = 0
16a2
m2
+
2
16a
0
m
=
m3
= -1 ⇒ m = -1
So y = -x – a ⇒ x + y + a = 0
(a, -2a) & (-2a, a) lies on it ‘B’ is correct.
291. (x – a) (x – at2
) + y (y – 2at) = 0
Solve with x = 0
a2
t2
+ y (y – 2at) = 0
y2
– 2aty + a2
t2
= 0
If it touches y-axis then above quadratic must have equal roots. SO, D = 0
4a2
t2
– 4a2
t2
= 0 which is correct.
‘B’ is correct.
(at , 2at)2
S(a, 0)
296. (B) Any normal to the parabola y2
= 4x is y + tx = 2t + t3
It this passes through (λ, λ + 1)
⇒ t3
+ t(2 - λ) - λ - 1 = 0 = f(t) say)
λ < 2 than f′(t) = 3t2
+ (2 - λ) > 0
⇒ f(t) = 0 will have only one real root ⇒ A is true
The statement-2 is also true since (λ+ 1)2
> 4λ is true for all λ ≠ 1. The statement-2 is true but does not follow true
statement-2.
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297. y = mx +
a
m
10 = 4m +
9/ 4
m
⇒ 16m2
− 40m + 9 = 0
m1 = 1/4, m2 = 9/4
Every parabola is symmetric about its axis.
298. (C) Statement-1 is true but Statement-2 is false.
299. (B)
If the point (sin α, cos α) lies inside or on the parabola 2y2
+ x − 2 = 0 then 2cos2
α + sin α − 2 ≤ 0
⇒ sin α(2 sin α − 1) ≥ 0 ⇒ sin α ≤ 0, or
1
sin
2
α ≥ .
300. (A) y = (x + a) + a is of the form
y = m(x + a) + a/m where m = 1.
Hence the line touches the parabola.
302. Any normal to the parabola y2
= 4x is y + xt = 2t + t3
If this passes through (λ, λ + 1). We get λ + 1 + λ t = 2t + t3
.
⇒ t3
+ t (2 - λ) – (λ + 1) = 0 = f(t) (let)
if λ < 2, then, f ′ (t) = 3t2
+ (2 - λ) > 0
⇒ f(t) = 0 will have only one real root.
⇒ statement–I is true. Statement–II is also true since (λ + 1)2
> 4λ is true for all λ∈R ~ {1}.
Statement – I is true but does ot follow true statement – II.
Hence (b) is the correct answer.
304. (B) Because the common tangent has to be perpendicular to y = x. Its slope is -1.
307. Ellipse is
2 2
x y
1
9 4
+ =
focus ≡ ( 5,0), e =
5
3
, Any point an ellipse ≡ (
3 2
,
2 2
equation of circle as the diameter, joining the points ( )3/ 2, 2/ 2 and focus ( 5,0) is
( x 5− ) ( 2 x 3) y( 2.y 2) 0− + − = (A) is the correct option.
308. (a) (λ, 3) should satisfy the equation x2
+ y2
= 13
∴ λ = ± 2.
309. (A)
Here a = 4, b = 3 and m = 1
∴ equation of the tangent is y = x ± 16 9+
y = x ± 5.
310. Statement – I is true as it is a known fact and statement – II is obviously true. However statement – II is not a true reasoning
for statement – I, as coordinate system has nothing to do with statement – I.
311. Given ellipse is
2 2
x y
1
64 100
+ =
⇒ a2
= 64; b2
= 100 ⇒ e = ( )
3
a b
5
<
Now, focal distance of (x1, y1) on ellipse will be 7 and 13.
Now, for ellipse
2 2
2 2x y 7
1 a 16, b 9, e
16 9 4
+ = ⇒ = = = . ⇒ Focus is (ae, 0) or ( )7, 0 .
Now radius of the circle = Distance between ( )7, 0 and (0, 3) = 4.
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Hence (c) is the correct answer.
313. Option (A) is correct
Sum of the distance between foci = 2ae
Sum of the focal distances =
2a
e
ae <
a
e
b′coz e < 1.
Both are true and it is correct reason.
314. Option (A) is true.
Let y = mx be any chord through (0, 0). This will meet conic at points whose x-coordinates are given by x2
+ m2
x2
+ mx2
= 1
⇒ (1 + m + m2
) x2
– 1 = 0
⇒ x1 + x2 = 0 ⇒ 1 2x x
0
2
+
=
Also y1 = mx1, y2 = mx2
⇒ y1 + y2 = m (x1 + x2) = 0
⇒ 1 2y y
0
2
+
= ⇒ mid-point of chord is (0, 0) ∀m.
315. Equation of PQ (i.e., chord of contact) to the ellipse x2
+ 2y2
= 6
hx ky
1
6 3
+ = ... (1)
Any tangent to the ellipse x2
+ 4y2
= 4 is
i.e., x/2 cosθ + ysinθ = 1 ... (2)
⇒ (1) & (2) represent the same line h = 3cosθ, k = 3sinθ
Locus of R (h, k) is x2
+ y2
= 9 Ans. (A)
316. x2
/5 + (y-3)2
/9 =1
Ends of the major axis are (0, 6) and (0, 0)
Equation of tangent at (0, 6) and (0, 0) is y = 6, and y = 0
Anc. (C)
317.
2 2
x y
1
16 9
+ = will have director circle x2
+ y2
= 16 + 9
⇒ x2
+ y2
= 25
and we know that the locus of the point of intersection of two mutually perpendicular tangents drawn to any standard ellipse
is its director circle.
‘a’ is correct.
318. By formula p1p2 = b2
= 3.
also foot of perpendicular lies on auxiliary circle of the ellipse.
‘B’ is correct.
321. Sum of distances between foci = 2ae sum of the focal distances = 2a/e
ae < a/e since e < 1. (A)
322. The statement-1 is false. Since this will represent hyperbola if h2
> ab
⇒
2
2
4
λ
> ⇒ |λ| > 2 2
Thus reason R being a standard result is true. (A)
323. (a) Both Statement-1 and Statement-2 are True and Statement-2 is the correct explanation of Statement-1.
324. (C) Required tangent is
3x 2y x y
1 or 1
9 4 3 2
− = − =
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325. (C)
area of ∆PS1 S2 = abe sin θ
clearly its maximum value is abe. S (–ae, 0)1 S (ae, 0)2
P(a cos , b sin )θ θ
327. Tangents cannot be drawn from one branch of hyperbola to the other branch.
Ans. (A)
328. (d) ( )2
3 16 4 1λ − + − = ⇒ λ = 0 or 6.
329. (A)
Hyperbola is
( ) ( )2 2
x 4 y 3
1
16 9
− −
− =
∴ e =
9 5
1
16 4
+ = .
330. Both statements are true and statement – II is the correct reasoning for statement – I, as for any member, semi transverse and
semi – conjugate axes are
a
α
and
b
α
respectively and hence asymptoters are always y =
b
x
a
± .
Hence (a) is the correct answer
331. If y = mx + c be the common tangent,
then c2
=a2
m2
– b2
. . . (i)
and c2
= - b2
m2
+ a2
. . . (ii)
on eliminating c2
, we get m2
= 1 ⇒ m = ± 1.
Now for statement – II,
On eliminating m, we get
2 2
2 2
x y
1
a b
− = ,
Which is a hyperbola.
Hence (b) is the correct answer.
332. Option (D) is correct.
The statement-1 is false b′coz this will represent hyperbola if h2
> ab
⇒
2
2
4
λ
> ⇒ |λ| > 2 2
The statmenet-2, being a standard result, is true.
333. The statement-1 is false b′coz points in region II lie below the line y = b/a x ⇒
2 2
1 1
2 2
x y
0
a b
− >
The region-2 is true (standard result). Indeed for points in region II
0 <
2 2
1 1
2 2
x y
1
a b
− < .
334. x2
/a2
− y2
/b2
= 1
if c2
= a2
m2
− b2
⇒ c2
= 3.32
− 2 = 25
c = ± 5
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real tangents are y = 3x + 5 Ans (C)
335. The locus of point of intersection of two mutually perpendicular tangents drawn on to hyperbola
2
2 2
x y
1
a b
2
− = is its director
circle whose equation is x2
+ y2
= a2
– b2
. For
2 2
x y
1
9 16
− = , x2
+ y2
= 9 – 16
So director circle does not exist.
So ‘d’ is correct.
336. 1 2 3 4x x x x
0
4
+ + +
=
1 2 3 4y y y y
0
4
+ + +
=
So (0, 0) is average point which is also the mid point of line joining the centres of circle & rectangular hyperbola
‘a’ is correct.
339. The statement-1 is false. Since this will represent hyperbola if h2
> ab
⇒
2
2
4
λ
> ⇒ |λ| > 2 2
Thus reason R being a standard result is true.
(A)
340. (a)
Both Statement-1 and Statement-2 are True and Statement-2 is the correct explanation of Statement-2.
341. (A)
2 2
7 ( 3)
1 0
4 9
−
− − >
and
2 2
2 7
1 0
4 9
− − <
342. (B)
Required chord of contact is 32x + 9y = 144 obtained from 1 1
2 2
xx yy
1
a b
− = .
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