Stewart Precalc 6e Section 11.FM: Focus on Modeling: Conics in Architecture

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Stewart Precalc 6e Section 11.FM: Focus on Modeling: Conics in Architecture 0/6
1 Discovery Project - Conics in Architecture · Level 1
Conics in Architecture The photographs on page 776 show six examples of buildings that contain conic sections. Search the Internet to find other examples of structures that employ parabolas, ellipses, or hyperbolas in their design. Find at least one example for each type of conic.
2 Discovery Project - Constructing a Hyperbola · Level 4
Constructing a Hyperbola In this problem we construct a hyperbola. The wooden bar in the figure can pivot at \(F_1\). A string that is shorter than the bar is anchored at \(F_2\) and at \(A\), the other end of the bar. A pencil at \(P\) holds the string taut against the bar as it moves counterclockwise around \(F_1\).
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(a) Show that the curve traced out by the pencil is one branch of a hyperbola with foci at \(F_1\) and \(F_2\).
(b) How should the apparatus be reconfigured to draw the other branch of the hyperbola?

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3 Discovery Project - A Parabola in a Rectangle · Level 4
A Parabola in a Rectangle The following method can be used to construct a parabola that fits in a given rectangle. The parabola will be approximated by many short line segments. First, draw a rectangle. Divide the rectangle in half by a vertical line segment, and label the top endpoint \(V\). Next, divide the length and width of each half rectangle into an equal number of parts to form grid lines, as shown in the figure below. Draw lines from \(V\) to the endpoints of horizontal grid line 1, and mark the points where these lines cross the vertical grid lines labeled 1. Next, draw lines from \(V\) to the endpoints of horizontal grid line 2, and mark the points where these lines cross the vertical grid lines labeled 2. Continue in this way until you have used all the horizontal grid lines. Now use line segments to connect the points you have marked to obtain an approximation to the desired parabola. Apply this procedure to draw a parabola that fits into a 6 ft by 10 ft rectangle on a lawn.
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4 Discovery Project - Hyperbolas from Straight Lines · Level 4
Hyperbolas from Straight Lines In this problem we construct hyperbolic shapes using straight lines. Punch equally spaced holes into the edges of two large plastic lids. Connect corresponding holes with strings of equal lengths as shown in the figure on the next page. Holding the strings taut, twist one lid against the other. An imaginary surface passing through the strings has hyperbolic cross sections. (An architectural example of this is the Kobe Tower in Japan, shown in the photograph.) What happens to the vertices of the hyperbolic cross sections as the lids are twisted more?
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5 Discovery Project - Tangent Lines to a Parabola · Level 4
Tangent Lines to a Parabola In this problem we show that the line tangent to the parabola \(y = x^2\) at the point \((a, a^2)\) has the equation \(y = 2 a x - a^2\).
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(a) Let \(m\) be the slope of the tangent line at \((a, a^2)\). Show that the equation of the tangent line is \(y - a^2 = m(x - a)\).
(b) Use the fact that the tangent line intersects the parabola at only one point to show that \((a, a^2)\) is the only solution of the system \( \begin{cases} y - a^2 = m(x - a) \\ y = x^2 \end{cases} \)
(c) Eliminate \(y\) from the system in part (b) to get a quadratic equation in \(x\). Show that the discriminant of this quadratic is \((m - 2 a)^2\). Since the system in part (b) has exactly one solution, the discriminant must equal 0. Find \(m\).
(d) Substitute the value for \(m\) you found in part (c) into the equation in part (a), and simplify to get the equation of the tangent line.

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6 Discovery Project - Dandelin Spheres · Level 5
[The construction uses Dandelin spheres: two spheres inscribed in a cone and tangent to a cutting plane. Let \(F_1\) and \(F_2\) be the points where the upper and lower spheres touch the plane, and for a point \(P\) on the conic curve let \(Q_1, Q_2\) be the points where the cone's generator through \(P\) touches the upper and lower spheres.]
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(a) Show that \(P F_1 = P Q_1\) and \(P F_2 = P Q_2\). [Hint: Use the fact that all tangents to a sphere from a given point outside the sphere are of the same length.]
(b) Explain why \(P Q_1 + P Q_2\) is the same for all points \(P\) on the curve.
(c) Show that \(P F_1 + P F_2\) is the same for all points \(P\) on the curve.
(d) Conclude that the curve is an ellipse with foci \(F_1\) and \(F_2\).

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