Lourdes College

Inc.
Integrated Basic Education Department
SENIOR HIGH SCHOOL
Gen. Capistrano Street, Cagayan de Oro City
S.Y. 2020 - 2021, First Semester

LEARNING MODULES
Pre - Calculus

Prepared by

NIÑA MARIE A. ALBERASTINE, LPT

FREZIE JAINE DABLO, LPT
ENGR. BILLY JHONES ADAYA

Modules for the Week

October 19-23, 2020

 Lourdes College
INTEGRATED BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL
Capistrano St., Cagayan de Oro City

General Instructional Guidelines

SUBJECT: PRE-CALCULUS for Grade 11 STEM

Greeting: Greetings: Good morning/afternoon, everyone! Praised be Jesus and Mary!

Welcome to our module for this session. You will find here our general instructional
guidelines, then the components of our module. You will be guided one step at a time
through the specific instructions of the learning tasks given below, which intend to
develop our cognitive skills as well as our values, considering current social realities.
Let joy and peace abound in your mind and heart as you genuinely and responsibly
respond to the learning processes that this module offers.

General Instructional Guidelines

1.1 Please refer to the Unit Plan for the Subject description, minor and major performance
tasks, and criteria for grading. A consultation will be provided through our group chat, email,
Gmail, SMS, Edmodo, or other social networks. I will monitor your participation in our learning
activities through these chosen media. In addition, you are always encouraged to voice any
concerns about internet connections so that appropriate adjustments can be made.

1.2. Your honesty and integrity are a few essential components to whatever outputs asked from
the module. A plagiarism-checker tool will be utilized as one of the measures in assessing your
outputs. Use in-text citation (citing the author and year) when you mention a statement coming
from a source other than the list of references that can be found in your paper.

1.3. Feedback is an essential component in this mode of delivery. You will be asked of your
assessment of your learning experience in this subject so that we will be able to improve our
learning processes in the succeeding instructional delivery.

1.4 Specific Instructions for the Learning Acitivity/Task

You are reminded that at the end of the module, you are expected to comply all the required
tasks/activities, and answer the 40-item summative test at the end of the term.

Others Note: Kindly upload your output in our Google Classroom or send it to
maamninaalberastine@gmail.com using your unified account. File name must be: Family
Name_Week #
Example: Alberastine_Week3. If you have considerable concerns or problems, feel free to
communicate about it.
Module No. 1: Analytic Geometry

Module Overview: This module deals with the different types of conics and systems of nonlinear
equations.

TRANSFER GOAL/LEARNING OUTCOME:

The students in the long run and on their own will be able to model situations appropriately and
solve problems involving conic sections to persistently develop innovations in building a
community that God desires.

LESSON 5: MORE PROBLEMS ON CONIC SECTIONS Date: __________________

OBJECTIVE: In this lesson, you will learn to

1. recognize the equation and important characteristics of the different types of conic
sections
2. solve situational problems involving conics

CONTENT FOCUS:

The general equation of conic sections is a quadratic equation in x and y given by

, where A, B, C, D, and E are real numbers not all equal to zero.

Is there a way for us to determine what type of conic section is described by a given equation?
Below are some useful hints to help us with this problem.

1. Circle: both and appear, and their coefficients A and B are the same

Examples: (a)

(b)

https://images.app.goo.gl/3fY9du2DJuQ8WNMQ6

2. Parabola: exactly one of or

( , opens upward or downward)
( , opens to the right or left)

Examples: (a) (opens downward)

(b) (opens upward to the right)

https://math.usask.ca/emr/examples/parab.html

3. Ellipse: both and appear, and their coefficients A and B are different but the same
sign

Examples: (a) (horizontal major axis)

(b) (vertical major axis)

https://math.usask.ca/emr/examples/ell.html

If , we will classify the conic as a circle, instead of an ellipse.

4. Hyperbola: both and appear, and their coefficients A and B have different signs
 Example: (a) (horizontal tansverse axis)

(b) (vertical transverse axis)

https://socratic.org/precalculus/geometry-of-a-hyperbola/general-form-of-the-
equation-2

In real life, there are many applications of conic sections just like in the pictures shown below.

 Circles

Did you know that the greatest achievement of all time was the circular wheel? You see circles
everywhere in your everyday life whether natural or man-made.

 Ellipse

Ellipse occurs naturally or man-made. Some sports ovals or arenas have elliptical designs. The
planets and comets have elliptical orbits. Some buildings or structures built in the form of an
ellipsoid.

 Parabola
  Hyperbola

The shadow a lamp casts or the cone trail made by a jet plane forms a hyperbola. The cooling
towers of a nuclear reactor and certain structures are hyperboid shaped.

The question is how can we use what we have learned in solving situational problems involving
conic sections?

Here are some of the problems:

1. A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with radius
12 ft. How high is the tunnel at the edge of each lane? Round off to 2 decimal places.

Solution: We draw a coordinate system with origin at the middle of the highway, as shown.
Because of the given radius, the tunnel’s boundary is on the circle . Point P is the
point on the arc just above the edge of a lane, so its x-coordinate is 10. We need its y-
coordinate. We then solve for y > 0, giving us √ ft.
 2. A ferris wheel is elevated 1 m above ground. When a car reaches the highest point on
the ferris wheel, its altitude from ground level is 31 m. How far away from the center,
horizontally, is the car when it is at an altitude of 25 m?

Solution: The ferris wheel, as shown above, is drawn 1 unit above the x-axis (ground level),
center on the y-axis, and highest point at y = 31. The diameter is thus 30, and the radius 15. We
locate the center at (0, 16), and write the equation of the circle as ( ) .

If , we have ( ) , so , and . (Clearly there

are two points on the ferris wheel at an altitude of 25 m.) Thus, the car is 12 m away horizontally
from the center.

3. A satellite dish has a shape called a paraboloid, where each cross-section is a parabola.
Since radio signals (parallel to the axis) will bounce off the surface of the dish to the
focus, the receiver should be placed at the focus. How far should the receiver be from
the vertex, if the dish is 12 ft across, and 4.5 ft deep at the vertex?

Solution: The second figure above shows a cross-section of the satellite dish drawn on a
rectangular coordinate system, with the vertex at the origin. From the problem, we deduce that
(6, 4.5) is a point on the parabola. We need the distance of the focus from the vertex, i.e., the
value of c in x2 = 4cy.

( )

( )

Thus, the receiver should be 2 ft away from the vertex.

4. The cable of a suspension bridge hangs in the shape of a parabola. The towers
supporting the cable are 400 ft apart and 150 ft high. If the cable, at its lowest, is 30 ft
above the bridge at its midpoint, how high is the cable 50 ft away (horizontally) from
either tower?
Solution: Refer to the figure above, where the parabolic cable is drawn with its vertex on the y-
axis 30 ft above the origin. We may write its equation as ( ) ( ); since we don’t
need the focal distance, we use the simpler variable a in place of 4c. Since the towers are 150 ft
high and 400 ft apart, we deduce from the figure that (200, 150) is a point on the parabola.
( )
( )

The parabola has equation ( ), or equivalently, . For the two

points on the parabola 50 ft away from the towers, x = 150 or x = −150. If x = 150, then
( )
Thus, the cable is 97.5 ft high 50 ft away from either tower. (As expected, we get the same
answer from x = −150.)

5. The orbit of a planet has the shape of an ellipse, and on one of the foci is the star around
which it revolves. The planet is closest to the star when it is at one vertex. It is farthest
from the star when it is at the other vertex. Suppose the closest and farthest distances of
the planet from this star, are 420 million kilometers and 580 million kilometers,
respectively. Find the equation of the ellipse, in standard form, with center at the origin
and the star at the x-axis. Assume all units are in millions of kilometers.

Solution: In the figure above, the orbit is drawn as a horizontal ellipse with center at the origin.
From the planet’s distances from the star, at its closest and farthest points, it follows that the
major axis is 2a = 420+580 = 1000 (million kilometers), so a = 500. If we place the star at the
positive x-axis, then it is c = 500 − 420 = 80 units away from the center. Therefore, we get
b2 = a2 − c2 = 5002 − 802 = 243, 600. The equation then is

The star could have been placed on the negative x-axis, and the answer would still be the
same.
 6. A big room is constructed so that the ceiling is a dome that is semielliptical in shape. If a
person stands at one focus and speaks, the sound that is made bounces off the ceiling
and gets reflected to the other focus. Thus, if two people stand at the foci (ignoring their
heights), they will be able to hear each other. If the room is 34 m long and 8 m high, how
far from the center should each of two people stand if they would like to whisper back
and forth and hear each other?

Solutions: We could put a coordinate system with the floor of the room on the x-axis, and the
center of the room at the origin, as shown in the figures. The major axis has length 34, and the
height of the room is half of the minor axis. The ellipse that contains the ceiling then has
equation . The distance of a focus from the center is √ √
. Thus, the two people should stand 15 m away from the center.

7. An explosion is heard by two stations 1200 m apart, located at F1(−600, 0) and F2(600,
0). If the explosion was heard in F1 two seconds before it was heard in F2, identify the
possible locations of the explosion. Use 340 m/s as the speed of sound.

Solution: Using the given speed of sound, we deduce that the sound traveled 340(2) = 680 m
farther in reaching F2 than in reaching F1. This is then the difference of the distances of the
explosion from the two stations. Thus, the explosion is on a hyperbola with foci are F1 and F2,
on the branch closer to F1.

We have c = 600 and 2a = 680, so a = 340 and b 2 = c2 − a2 = 244,400. The explosion could
therefore be anywhere on the left branch of the hyperbola .

Open the links below for more examples. I want you to visualize the problems and analyze how
they came up with those solutions for every problem.

CIRCLE

1. https://youtu.be/9Wmfosw96Qq
2. https://www.onlinemath4all.com/circles-word-problems.html
3. https://youtu.be/_kg0s_G4g8Q
PARABOLA

1. https://youtu.be/dEyA8gx1zil
2. https://youtu.be/eNwi6czw0lM

ELLIPSE

1. https://www.purplemath.com/modules/ellipse4.htm
2. https://youtu.be/KTiuwijOch4

HYPERBOLA

1. https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/solving-applied-
problems-ivolving-hyperbolas/
2. https://youtu.be/EnpuA5BUqu0
3. https://youtu.be/SlKD35siVKE

TAKE ACTION:

TASK 1: Recognize and identify the type of conic section described by each of the following
equations:

EQUATIONS TYPE OF CONIC

1.

2.

3.

4. ( ) ( )

5. ( ) ( )

TASK 2: Give two examples of the general form of each type of conic section.

CIRCLE 1.

2.

PARABOLA 1.

2.

ELLIPSE 1.

2.

HYPERBOLA 1.

2.
TASK 3: Solve the following situational problems involving conics. Write your neat and complete
solution

Criteria 0 1 2 3 4
No Emergent Developing Capable Strong
Respons
e
Off Topic
UNDERSTANDIN Respons No Limited Basic Complete
G e does understandin understandin understanding understandin
not fit the g of the g of the of the problem g of the
given problem problem – – identifies problem –
problem identifies a most of the identifies all
few elements elements of the elements
of problem problem and of problem
and may or may or may and give
may not give not give the correct
the correct correct answer answer
answer
COMPUTATION No Computation Computation Computation is All
numbers is incorrect is generally generally computation
from the incorrect correct and is complete
problem and/or complete but and correct
incomplete may contain
minor flaws
ORGANIZATION No Totally Disorganized Organizes Organizes
attempt incorrect thinking with thinking using thinking
attempt to unclear or at least one using
represent non-existent representation multiple
thinking representatio representatio
n n
EXPLANATION No Totally Unclear or Understandabl Thorough
attempt incorrect incomplete e written and concise
or unable written written explanation written
to be explanation explanation explanation
read
STRATEGIES No No evidence Inappropriate At least one At least one
attempt of strategies strategy is appropriate appropriate
shown shown strategy is strategy is
shown with completely
possible minor shown
flaws
Total

1. A single-lane street 10 ft wide goes through a semicircular tunnel with radius 9 ft. How
high is the tunnel at the edge of each lane? Round off to 2 decimal places.
Solution:
2. A satellite dish in the shape of a paraboloid is 10 ft across, and 4 ft deep at its vertex.
How far is the receiver from the vertex, if it is placed at the focus? Round off your
answer to 2 decimal places.
Solution:

3. The arch of a bridge is in the shape of a semiellipse, with its major axis at the water
level. Suppose the arch is 20 ft high in the middle, and 120 ft across its major axis. How
high above the water level is the arch, at a point 20 ft from the center (horizontally)?
Round off to 2 decimal places.
Solution:

4. Two stations, located at M(−1.5, 0) and N(1.5, 0) (units are in km), simultaneously send
sound signals to a ship, with the signal traveling at the speed of 0.33 km/s. If the signal
from N was received by the ship four seconds before the signal it received from M, find
the equation of the curve containing the possible location of the ship.
Solution:
INTEGRATION:

A. Ignacian Core/Related Values

Core Values: Excellence
Related Values: Competence
Question: How do we use our knowledge about conic sections in developing innovations
as how God wants it to be?

B. Social Orientation
Question: There are a lot of infrastructures that we can see in our country. How do conic
sections help in boosting the economy of our country?

C. Lesson Across Discipline

Question: Environmental Science – How do scientist sees the things in our environment
in connection to the conic sections?

D. Faith Biblical Reflection

2 Timothy 2:15
“Do your best to present yourself to God as one approved, a worker who has no need to
be ashamed, rightly handling the word of truth.

REFLECTION:

Guide Questions:

1. On what part of the lesson do you find the most difficult?

2. What are your realizations in knowing the applications of conic sections in real life?
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FEEDBACK: (for teachers only)

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 TEXTBOOK REFRENCES:

 Garces, Ian Ph.D, et al (2016). Teaching Guide for Senior High School, Precalculus,
Specialized Subject. Commission on Higher Education
 De Guzman, Danilo B. (2017). Precalculus for Senior High School. C & E Publishing,
Inc.
 Tamayo, Joycelyn S, et al (2017). Conceptual Math and Beyond, Precalculus A Worktext
for Senior High School. Brilliant Creations Publishing, Inc.
 Coburn, John W. (2016). Precalculus. McGraw-Hill Education
 Garces, Ian Ph.D, et al (2016). Pre-calculus. Vibal Group, Inc.

ONLINE REFERENCES:
 https://images.app.goo.gl/3fY9du2DJuQ8WNMQ6
 https://math.usask.ca/emr/examples/parab.html
 https://socratic.org/precalculus/geometry-of-a-hyperbola/general-form-of-the-equation-2
 https://www.onlinemath4all.com/circles-word-problems.html
 https://youtube.com/
 https://www.purplemath.com/modules/ellipse4.html
 https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/solving-applied-
problems-ivolving-hyperbolas/

Prepared by:

NIÑA MARIE A. ALBERASTINE, LPT ENGR. BILLY JHONES ADAYA

Teacher In-charge (STEM) Teacher In-charge (STEM)

Checked and Reviewed by: Approved by:

MARVIN S. ARRABACA, MBA ALEXANDER F. SUAN, Ph.D.

STEM & TVL Strand Coordinator LC SHS Coordinator

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