NAME: ___________________________

YEAR & SECTION: ________________________

Parent’s Signature over Printed Name: Date:

Subject Teacher: Mr. Jonell A. Padongao

Contact Number: 0951-553-4497

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Module 1 - Quarter 1 / Week 5

Lesson 1.5 Conics at Large: Foci, Directrices, and Electricity

Content Standards

The learners demonstrate an understanding of key concepts of conic sections of

nonlinear equations.

Performance Standards

The learners shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.

Learning Competency

The learners…

1. Define hyperbola.
2. Determine the standard form of equation of a hyperbola.
3. Graph a hyperbola in a rectangular coordinate system.

Specific Learning Outcomes

At the end of the lesson the students will be able to:

1. Define a hyperbola.
2. Determine the equation of a hyperbola in standard form.
3. Sketch a hyperbola in a rectangular coordinate system.

Discussion

| The Rounder Ellipse

Raison d’Être

Which of the following two ellipses is “rounder” (literally, in shape)

2 2
x y
1. + =1
25 9

2 2
x y
2. + =1
100 64
3.

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 Essence | Conics: A More Unified View

Our goal in this lesson is to give a more unified treatment of the conic sections. Let’s
take a look of these equations:

1. Parabola, with vertex at (h, k) : (x – h)2 = 4c(y – k) or (y – k)2 = 4c(x – h)

2 2 2 2
( x−h) ( y−k ) ( y−k ) ( x−h)
2. Ellipse, with center at (h, k) : 2 + 2 = 1 or 2 + 2 =1
a b a b

( x−h)2 ( y−k )2 ( y−k )2 ( x−h)2

3. Hyperbola, with center at (h, k) : 2 - 2 = 1 or 2 - 2 =1
a b a b

As we can see, all conic sections have second-degree equations in x and y. The
natural question of course is: are the conic sections the only curves exhibiting such
equations? That is, is the graph of the general second-degree polynomial equation, Ax 2
+ By2 + Cxy + Dx + Ey + F = 0 always a conic section? The answer is a bit clearer if C = 0.
We see that we can always collect all terms involving x and all involving y, complete the
squares, and then obtain an equation in one of the forms resembling some conic’s
equation. That is, the graph of any second-degree polynomial is one among a parabola, an
ellipse, a hyperbola, or a degenerate conic.

Determine the graph of the given equation.

EX
AM 1. 4x2 – 4y2 – 32x + 8y + 124 = 0
PLE 2. x2 + 4x + 4y – 8 = 0
| 1 3. 25x2 + y2 – 100x + 6y + 190 = 0

Solution | 1, 2, 3

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We simply complete squares in the equations.

1. We can actually divide first both sides of the equation by 4:

x2 - y2 -8x + 2y + 31 = 0

(x2 – 8x) – (y2 – 2y) = -31

(x – 4)2 – (y – 1)2 = -16

So, the graph is a hyperbola.

2. Completing the square for x only, we get:

(x + 2)2 + 4y = 12

So, the graph is a parabola.

3. Before completing the squares for both variables, we factor out coefficients of
the squares:

25(x2 – 4x) + (y2 + 6y) = -190

25(x – 2)2 + (y + 3)2 = -81

Unlike in the first item, the left-hand side here is a sum (not a difference) of
the squares, and hence, cannot be negative. Thus, the graph of this equation is
the empty set.

Determine the graph of the given equation.

EXERCISE 1 1. 25x2 + y2 – 100x + 6y + 84 = 0

2. x2 + 2x – 8 = 0

3. 4x2 – 4y2 -32x + 8y + 60 = 0

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 Theorem: Focus-Directrix Property

The locus of all points in the plane the ratio of whose

distances from a fixed point F and a fixed line ℓ is a
constant e, is:

1. A parabola if e = 1;
2. An ellipse if 0 < e < 1; and
3. A hyperbola if e > 1.

fixed point and the fixed line are called a focus and a directrix of the conic. For
an ellipse and a hyperbola, two focus-directrix pairs exist. Meanwhile, the constant e is
called the eccentrcity of the conic.

The proof of the above theorem, though mechanically tedious, is conceptually easy to
follow. The case e = 1 is clear: we have precisely the definition of a parabola. Thus, it
only remains to show the other two conclusions assuming e ≠ 1. So let e ≠ 1. We only
consider the case when the focus to be considered is at F(0, 0) and the corresponding
directrix is the line ℓ:x = -d, where d > 0:

We have the important equation expressing the eccentricity in terms of the distances
between the vertices and between the foci of a central conic:

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 c 2c distance between the foci
e= = =
a 2 a distance between the vertices

Example 2

Determine the eccentricity of the conic with equation

4x2 – 4y2 – 32x + 8y + 124 = 0

Solution

We already saw in the first example that the equation can be transformed into the
form:

(x – 4)2 – (y – 1)2 = -16

( y−1)2 ( x−4)2
- =1
16 16

We thus have a = b = 4 and hence, since this is a hyperbola, with c = √ a2 +b 2= 4 √2. Thus,
4 √2
the eccentricity of this hyperbola is e = = √ 2.
4

EXERCISE 2 Determine the eccentricity of the conic with equation:

25x2 + y2 – 100x + 6y + 84 = 0

ADDENDUM

 Since c = ea, we now have an expression for the distance d of the directrix from
its corresponding focus:
2 2
2 e d
a = 2 2
(1−e )

ed
a= 2
⃒ 1−e ⃒

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 2
⃒ a 1−e ⃒
d=
e

That is:

a a a2 a2−c2 b2
d=⃒ - ae ⃒ = ⃒ - c ⃒ = ⃒ -c⃒=⃒ ⃒=
e e c c c

WORKSHEET 1

Name:_______________________ Year & Track:_____________

Date:______________

I. Identify the graph of the given second-degree equation. If it is conic, give

its eccentricity.

1. x2 – 12x +8y + 20 = 0

2. 36x + 24y – 9x2 – 4y2 = 36

3. 4x2 – y2 – 4x = 3

4. 2x2 + 2y2 + 24x + 20y + 90 = 0

5. x2 – 9y2 + 2x – 54y = 80

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Module 1 - Quarter 1 / Week 6-7

Lesson 1.6 Systems of Nonlinear Equations

Content Standards

The learners demonstrate an understanding of key concepts of conic sections of

nonlinear equations.

Performance Standards

The learners shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.

Learning Competency

The learners…

1. Illustrate systems of nonlinear equations

2. Determine the solutions of systems of nonlinear equations using techniques
such as substitution, elimination, and graphing; and
3. Solve situational problems involving systems of nonlinear equations.

Specific Learning Outcomes

At the end of the lesson the students will be able to:

1. Illustrate systems of nonlinear equations

2. Determine the solutions of systems of nonlinear equations using techniques such
as substitution, elimination, and graphing; and
3. Solve situational problems involving systems of nonlinear equations.

Discussion

| Systems of Equations
Reminiscence

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 A system of equations is a collection of two or more equations with the same set of
unknowns. In solving a system of equations, we try to find values for each of the
unknowns that will satisfy every equation in the system. The equations in the system
can be linear or no-linear. A system of linear equations can be solved using the following
ways:

1. Gaussian Elimination
2. Substitution
3. Matrices
4. Graphing

Raison d’Être | Unknown Dimensions (Literally)

TRY THIS!

Gabriel has a rope 40 meters long. If he is able to enclose a 96-square-meter

rectangular are using this rope, can you find the dimensions of the rectangular
region?

Essence | Nonlinear Systems

Considering the problem inside the box, you will see that you have to solve a
system of equations that are not anymore linear. Systems consisting of at least one
nonlinear equation are called nonlinear systems. Many applications require solutions of
such systems rather than purely linear ones. For example, the graphs you will see in
your career are mostly due to nonlinear equations. Thus, in finding points of
intersection of these graphs, you will need to deal with a nonlinear system.

Whether the system is linear or not, the same principle of elimination of

variables underlies the analytic methods of solving the system: combine in some way
given equations to produce an equation with one less variable. So, if the system is in two

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variables, doing this will give you an equation in just one variable, which you can solve
more easily. If you have a system of three equations in three variables, eliminate one
variable in two pairs of equations to get a system of two equations in two variables.
Finally, eliminate in these two new equations one more variable to get on equation in one
variable.

We will consider only systems of two equations in two variables. The basic
analytic methods are the same as with linear equations: in the substitution method, we
express one variable in terms of the other by using one of the equations and then use
this expression in the other equation to obtain an equation in just one variable. In the
direct elimination method, after possibly multiplying both sides of the equations by an
appropriate multiplier, we add or subtract the corresponding sides of the equations so
that we are left with, again, an equation in just one variable.

Let us begin with the least nonlinear example: one involving a linear and a
quadratic equation.

Example 1

Solve the system:

x2 – 4 = y

2x + y = -1

Solution

We can use the method of substitution here. We replace y in the second equation with
its equivalent expression in terms of x from the first equation:

2x + (x2 – 4) = -1

This equation we can now easily solve:

x2 + 2x – 3 = 0

(x + 3)(x – 1) = 0

x= -3 or x = 1

If x = -3, upon substitution of this into the first equation, we get y = 5. Meanwhile, if x
= 1, we get y = -3 using the same equation.

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Therefore, the solutions of the system are (-3, 5) and (1, -3). You may verify yourselves
that these pairs indeed satisfy both the given equations. The graphs of the given
equations are a parabola and a line. They are shown below, together with the points of
intersection.

0
-4 -3 -2 -1 0 1 2 3 4 5 6
-1

-2

-3

-4

ADDENDA

 It is essential to check the solutions. Since quadratic equations are involved,

some of the solutions might turn out to be irrelevant.
 Solutions to systems of two equations in two variables are ordered pairs. It is
important that we write the solutions this way. For instance, in the above
example, the solution y = 5 corresponds to the solution x = -3 only.
 You should have instead expressed x in terms of y, using the second equation,
and then substituted the expression to x in the first equation. However, this is
less advisable since x in the first equation is squared. It really pays off to be
wise in selecting which variable to replace.
 As long as one of the equations is linear, one can always use the method of
substitution. This is because we can always isolate one of the variables in a
linear equation.

Solve the system:

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 x2– y = 4x
EXERCISE 1
y – 2x = -5

Example 2

Solve the system:

x2+4y2 = 16

x2 – y2 = 4x

Solution:

In both equations, both variables are squared, so it is not very wise to use the
substitution method. We can eliminate a variable though. It is very tempting to
eliminate x2 on the left-hand side. However, doing so will not accomplish our goal: there
is still an x at the right-hand side. Indeed, the wiser choice here is to eliminate y 2. To
accomplish this, we multiply the second equation by 4 and then add the result with the
first equation:

x2 + 4y2 = 16

4x2 – 4y2 = 15

5x 2 = 16 + 16x

We thus have an equation in x only, which we can easily solve:

5x2 – 16x – 16 = 0

(5x + 4)(x – 4) = 0

4
x=- or x = 4
5

4
If x = - , we get the following from the first equation:
5
2 2
16−x x 4 96
y2 = =4- =4- =
4 4 25 25

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 4 √6 16
That is, y = ± . Now if x =4, we get y2 = 4 - = 0, so that y = 0. Therefore, the
5 4
solution set of the given system is the following:

4 9 √6 4 9 √6
- , , - ,- , (4, 0)
5 5 5 5

WORKSHEET

Name:_______________________ Year & Track:_____________

Date:______________

I. Solve the following systems of equations.

1. y = x2 – 1

x = 2y - 1

2. x2 – 8y2 = -16

x = 2y

3. y = x2 – x + 9

x+y=5

4. x2 + y2 = 25

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 x2 + 4y2 = 64

II. Solve this word problem.

5. Find two numbers which are reciprocals of each other and whose sum is 3.

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