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Course Notes for Calculus I

Section 1.6 Week 1 Activity

Subsection 1.6.1 Equations of Lines

Activity 1.6.1.

Find the equation of the line through the point \((3,2)\) with slope 5.
Solution.
Since the slope of the line is 5, using the slope intercept form, the equation of the line must be \(y = 5x + b\text{.}\) The only remaining unknown in this expression is the intercept \(b\text{.}\) I can solve for this \(b\) by inserting the point into the equation.
\begin{equation*} y = 5x + b \implies 2 = 5(3) + b \implies b = 2 - 15 = -13 \end{equation*}
Therefore, the equation of the line is \(y = 5x-13\text{.}\)

Activity 1.6.2.

Find the equation of the line through the point \((-2,-5)\) with slope \(\frac{1}{3}\text{.}\)
Solution.
Since the slope of the line is \(\frac{1}{3}\text{,}\) using the slope intercept form, the equation of the line must be \(y = \frac{1}{3}x + b\text{.}\) The only remaining unknown in this expression is the intercept \(b\text{.}\) I can solve for this \(b\) by inserting the point into the equation.
\begin{equation*} -5 = \frac{1}{3}(-2) + b \implies -5 = \frac{-2}{3} + b \implies b = -5 + \frac{2}{3} = \frac{-13}{3} \end{equation*}
Therefore, the equation of the line is \(y = \frac{1}{3}x-\frac{13}{3}\text{.}\)

Activity 1.6.3.

Find the equation of the line through the point \((\pi,1)\) with slope \(\frac{-1}{2}\text{.}\)
Solution.
Since the slope of the line is \(\frac{-1}{2}\text{,}\) using the slope intercept form, the equation of the line must be \(y = \frac{-1}{2}x + b\text{.}\) The only remaining unknown in this expression is the intercept \(b\text{.}\) I can solve for this \(b\) by inserting the point into the equation.
\begin{equation*} y = \frac{-1}{2} x + b \implies 1 = \frac{-1}{2} \pi + b \implies b = 1 + \frac{\pi}{2} \end{equation*}
Therefore, the equation of the line is \(y = \frac{-1}{2}x + 1 + \frac{\pi}{2}\text{.}\) I might wonder if there is an easier way to write this \(b\) value. I could express it as a decimal: it is approximately 2.57. However, that’s less precise than simply writing \(1 + \frac{\pi}{2}\text{,}\) so I prefer to write it this way.

Activity 1.6.4.

Find the equation of the line through the points \((0,4)\) and \((2,2)\text{.}\)
Solution.
I need to calculate the slope first: this is calculated as the difference in the \(y\) coordinates divided by the difference in the \(x\) coordinates (rise over run).
\begin{equation*} m = \frac{4-2}{0-2} = \frac{2}{-2} = -1 \end{equation*}
When I have the slope, I can use the slope intercept form, so the equation of the line will be \(y = (-1)x + b\text{.}\) Then I can use either of the points in this equation to solve for \(b\text{.}\) (Either point should give the same intercept; if they don’t, I’ve made an error somewhere).
\begin{equation*} y = -x + b \implies 4 = -0 + b \implies b = 4 \end{equation*}
The equation of the line is \(y = -x + 4\text{.}\)

Activity 1.6.5.

Find the equation of the line through the points \((-2,6)\) and \((3,2)\text{.}\)
Solution.
I need to calculate the slope first: this is calculated as the difference in the \(y\) coordinates divided by the difference in the \(x\) coordinates (rise over run).
\begin{equation*} m = \frac{6-2}{(-2)-3} = \frac{4}{-5} = \frac{-4}{5} \end{equation*}
When I have the slope, I can use the slope intercept form, so the equation of the line will be \(y = \frac{-4}{5}x + b\text{.}\) Then I can use either of the points in this equation to solve for \(b\text{.}\) (Either point should give the same intercept; if they don’t, I’ve made an error somewhere).
\begin{equation*} y = \frac{-4}{5}x + b \implies 2 = \frac{-4}{5} (3) + b \implies 2 = \frac{-12}{5} + b \implies b = 2 + \frac{12}{5} = \frac{22}{5} \end{equation*}
The equation of the line is \(y = \frac{-4}{5}x + \frac{22}{5}\text{.}\)

Activity 1.6.6.

Find the equation of the line through the points \((\sqrt{2},3)\) and \((2\sqrt{2},4)\text{.}\)
Solution.
I need to calculate the slope first: this is calculated as the difference in the \(y\) coordinates divided by the difference in the \(x\) coordinates (rise over run).
\begin{equation*} m = \frac{4-3}{2\sqrt{2} - \sqrt{2}} = \frac{1}{\sqrt{2}} \end{equation*}
When I have the slope, I can use the slope intercept form, so the equation of the line will be \(y = \frac{1}{\sqrt{2}} x + b\text{.}\) Then I can use either of the points in this equation to solve for \(b\text{.}\) (Either point should give the same intercept; if they don’t, I’ve made an error somewhere).
\begin{equation*} y = \frac{1}{\sqrt{2}} x + b \implies 3 = \frac{1}{\sqrt{2}} (\sqrt{2}) + b \implies 3 = 1 + b \implies b = 3 - 1 = 2 \end{equation*}
The equation of the line is \(y = \frac{1}{\sqrt{2}}x + 2\text{.}\)

Subsection 1.6.2 Equations of Conics

Activity 1.6.7.

Write the equation of an ellipse centred at the origin with semi-major axis 4 and semi-minor axis 2.
Solution.
The standard form of the equation of an ellipse centred at the origin is \(\frac{x^2}{a^2} + \frac{y^2}{b^2} = 1\) where \(a\) and \(b\) are the semi-axes in the \(x\) and \(y\) directions, respectively. I’ve been told in the equation that the semi-major axis is 4 and the semi-minor axis is 2; but the question didn’t specify which was the horizontal and which was the vertical directly. Therefore, I can just choose: setting \(a=2\) and \(b=4\) or vice-versa.
\begin{equation*} \frac{x^2}{4} + \frac{y^2}{16} = 1 \text{ or } \frac{x^2}{16} + \frac{y^2}{4} = 1 \end{equation*}

Activity 1.6.8.

Write the equation of the circle centred at the origin with radius \(\sqrt{15}\text{.}\)
Solution.
The standard form of the equation of an circle centred at the origin is \(x^2 + y^2 = r^2\text{.}\) I am given the radius of \(\sqrt{15}\text{,}\) so I just square that value in insert it into the equation.
\begin{equation*} x^2 + y^2 = 15 \end{equation*}

Activity 1.6.9.

Write the equation of the parabola with vertex \((3,-2)\) and leading coefficient \(\frac{1}{4}\text{.}\)
Solution.
The standard form of the equation of a parabola with vertex \((a,b)\) and leading coefficient \(c\) is \(y = c (x - a)^2 + b \text{.}\) I can just replace the three unknown with what I am given in the problem.
\begin{equation*} y = \frac{1}{4} (x-3)^2 - 2 \end{equation*}
If I want a more conventional equation for this parabola, I can expand.
\begin{equation*} y = \frac{1}{4} (x^2 - 6x + 9) - 2 = \frac{1}{4} x^2 - \frac{3}{2} x + \frac{1}{4} \end{equation*}

Subsection 1.6.3 Intersection of Lines and Conics

Activity 1.6.10.

Find the intersection of the line \(y = -2x -5\) and the line \(y = 9x+1\text{.}\)
Solution.
Solving for intesection is algebraically the same as solving the system of two equations. In these two equations, the \(y\) terms are already isolated, so I can simply equate these two terms and solve for \(x\text{.}\)
\begin{align*} -2x - 5 \amp = 9x + 1\\ -2x - 9x \amp = 5 + 1\\ -11x \amp = 6 \implies x = \frac{-6}{11} \end{align*}
Then I can insert this \(x\) value into either equation to get the \(y\) value of the intersection point. (Either equation will give the same \(y\) value; if they don’t, I’ve made an error somewhere).
\begin{equation*} y = 9x + 1 = 9 \frac{-6}{11} + 1 = \frac{-54}{11} + \frac{11}{11} = \frac{-43}{11} \end{equation*}
I conclude that the intersection point is \(\left( \frac{-6}{11}, \frac{-43}{11} \right)\)

Activity 1.6.11.

Find the intersection of the line \(3x-2y+4=0\) and the line \(y = 4\text{.}\)
Solution.
Solving for intesection is algebraically the same as solving the system of two equations. In the second equation, \(y\) is already isolated, so I can replace \(y\) in the first equation.
\begin{align*} 3x - 2y + 4 \amp = 0 \\ 3x - 2(4) + 4 \amp = 0\\ 3x - 4 \amp = 0 \implies x = \frac{4}{3} \end{align*}
I already know that \(y\) value must be 4, so this gives me the intersection point: \(\left( \frac{4}{3}, 4 \right)\text{.}\)

Activity 1.6.12.

Find the intersection of the line \(3y - x - 5 = 0\) and the circle \(x^2 + y^2 = 25\text{.}\)
Solution.
Solving for intesection is algebraically the same as solving the system of two equations. If I isolate \(x\) in the first equation, I get \(x = 3y - 5\text{.}\) I can use this to replace \(x\) in the second equation and expand to get a quadratic equation.
\begin{align*} \left( 3y - 5 \right)^2 + y^2 \amp = 25\\ 9y^2 - 30y + 25 + y^2 \amp = 25\\ 10y^2 - 30 y \amp = 0 \\ 10y(y - 3) \amp = 0 \end{align*}
The roots of the quadratic are 0 and 3, so those are the \(y\) values of the intersection points. I can use either equation to calculate the matching \(x\) values; I choose to use the isolated version of the first equation, since it is the most efficient.
\begin{align*} y \amp = 0 \implies x = 3y - 5 = 3(0) - 5 = -5 \\ y \amp = 3 \implies x = 3y - 5 = 3(3) - 5 = 4 \end{align*}
Therefore, the two intersection points are \((-5, 0)\) and \((4,3)\text{.}\)

Activity 1.6.13.

Find the intersection of the line \(x - y + 4 = 0\) and the hyperbola \(\frac{x^2}{1} - \frac{y^2}{4} = 1\text{.}\)
Solution.
Solving for intesection is algebraically the same as solving the system of two equations. In the first equation, I can isolate \(y\) to get \(y = x+4\text{.}\) I can use this to replace \(y\) in the equation of the hyperbola.
\begin{align*} x^2 - \frac{1}{4} (x+4)^2 \amp = 1 \\ 4x^2 - (x+4)^2 \amp = 4 \\ 4x^2 - x^2 - 8x - 16 \amp = 4 \\ 3x^2 - 8x - 20 \amp = 0 \end{align*}
This is a quadratic; the quadratic equation tells me the roots.
\begin{equation*} x = \frac{8 \pm \sqrt{64 + 240}}{6} = \frac{8 \pm 2\sqrt{76}}{6} = \frac{4 \pm \sqrt{76}}{3} \end{equation*}
Then I can use the previous equation \(y = x+4\) to get the matching \(y\) coordinates.
\begin{equation*} y = x + 4 = \frac{4 \pm \sqrt{76}}{3} + 4 = \frac{16 \pm \sqrt{76}}{3} \end{equation*}
All together, I have two intersection points.
\begin{align*} \amp \left( \frac{4 + \sqrt{76}}{3}, \frac{16 + \sqrt{76}}{3} \right) \\ \amp \left( \frac{4 - \sqrt{76}}{3}, \frac{16 - \sqrt{76}}{3} \right) \end{align*}
I could write the decimal approximates of these values. That might help me know where to draw them, but the above expressions are preferable as exact values.

Activity 1.6.14.

Find the intersection of the circle \(x^2 + y^2 = 16\) and the ellipse \(\frac{x^2}{16} + \frac{y^2}{4} = 1\text{.}\)
Solution.
Unlike the previous activities, I know have two conics. In general, intersections of two conics can be quite difficult: four intersection points are possible, and sometimes the solution require dealing with a degree 4 polynomial. Where possible, I’ll look for algebraic or geometric tricks to make the process easier.
One important algebraic trick is substituting an expression, instead of just the variable. In the two equations for this activity, \(x\) shows up only as \(x^2\text{,}\) and likewise \(y\) shows up only as \(y^2\text{.}\) Therefore, I can isolate \(x^2\) (or, if I wanted, \(y^2\)) in one equation and substitute that in the other equation. I’ll use the circle equation first.
\begin{equation*} x^2 + y^2 = 16 \implies x^2 = 16 - y^2 \end{equation*}
Then I can use this expression to replace the \(x^2\) in the equation of the ellipse. That will give a quadratic in \(y\text{,}\) which I can then solve.
\begin{align*} \frac{(16-y^2)}{16} + \frac{y^2}{4} \amp = 1 \\ 1 - \frac{y^2}{16} + \frac{y^2}{4} \amp = 1\\ \frac{3y^2}{16} = 0 \implies y = 0 \end{align*}
With \(y=0\text{,}\) substituting this value for \(y\) in either equation will result in \(x = \pm 4\text{.}\) Therefore, there are two intersection points: \((4,0)\) and \((-4,0)\text{.}\)
There is an alternative approach here as well. It is often good to think about the geometry when solving intersection problems. In this problem, I have two conics centred at the origin. There is a circle with radius \(4\) and an ellipse with major axis of \(4\) in the \(x\) direction and minor axis of \(2\) in the \(y\) direction. Therefore, from the geometry alone, I can conclude that the ellipse sits inside the circle but that they both reach out to the points \((4,0)\) and \((-4,0)\) along the \(x\) axis. This gives me a geometric argument for the intersection points without any calculation at all.

Activity 1.6.15.

Find the intersection of the ellipse \(\frac{(x-4)^2}{25} + \frac{(y-3)^2}{9} = 1 \) and the hyperbola \(\frac{(x-4)^2}{25} - \frac{(y+2)^2}{16} = 1\text{.}\)
Solution.
Here I have two conics again. However, the expression \(\frac{(x-4)^2}{25}\) shows up in both equations, and there are no other instances of the \(x\text{.}\) Therefore, I can solve for this expression in one equation and replace it in the other. Doing this is, by far, the most reasoanble approach. Solving for \(x\) or \(y\) and then substituting would be quite difficult, involving square roots.
I solve for the expression in the equation of the ellipse.
\begin{equation*} \frac{(x-4)^2}{25} = 1 - \frac{(y-3)^2}{9} \end{equation*}
Then I replace the whole expression in the hyperbola. After that, I clear denominators, expand the binomials, and end up with a quadratic in \(y\) which I can solve.
\begin{align*} 1 - \frac{(y-3)^2}{9} - \frac{(y+2)^2}{16} \amp = 1 \\ -16(y-3)^2 - 9(y+2)^2 \amp = 0 \\ -16(y^2 - 6y + 9) - 9(y^2 + 4y + 4) \amp = 0 \\ -16y^2 + 96y - 144 - 9y^2 -36y -36 \amp = 0 \\ -25y^2 + 60y - 180 \amp = 0 \\ y = \frac{-60 \pm \sqrt{3600 - 18000}}{-50} = \frac{-60 \pm \sqrt{-14400}}{50} \end{align*}
There is a negative under the square root. Therefore, no \(y\) values are possible. I conclude that there are no intersection points.

Subsection 1.6.4 Conceptual Review Questions

  • What data determines a line? What is the minimum information needed?
  • What does slope mean and how is it measured?
  • What is a conic? Why are the four shapes (circle, parabola, ellipse and hyperbola) considered four members of the same family?
  • In geometry, intersection is where two geometric shapes meet. What does intersection mean algebraically?