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Common Graphs in Three Dimensions
If your course needs to teach conic sections in depth (or you have time and want to do so), provides a comprehensive introduction for students in a course of this level.
Common Graphs in Three Dimensions
If your course needs to teach conic sections in depth (or you have time and want to do so), provides a comprehensive introduction for students in a course of this level.
This section is written with the assumption that students have sufficient background to be able to do the Preview Activity while consulting with to refresh their memory on important aspects of conic sections. is likely too long to have every group of students work on all three surfaces. We suggest dividing students into groups and assigning each surface in the activity to one third of your groups. Save time for there to be a report on each surface by one of the groups that worked on that surface, allowing other groups who worked on the same surface to add factors they considered that were not brought up by the group that presented. If you have sufficient vertical non-permanent writing surfaces in your classroom, you could have groups rotate and see what a group who analyzed another surface did rather than having brief presentations to the full class.
In a more inquiry style course, could be done as an outside of class-time task to allow students time to independently work through key ideas of intercepts and intersections with fundamental planes and how these properties manifest in the algebraic presentation of quadric and cylindrical surfaces.
The exercises in this section offer a variety of approaches into how you would like students to apply their work on correspondences between algebraic and geometric features. and offered a scaffolded way for students to see how the various translations, stretches, and changes in axis of symmetry can look algebraically. Additionally, there are numerous matching problems involving plots or describing shapes.
Introduction
In this section, we will introduce some examples of graphs in three dimensions that have nice algebraic properties and a variety of interesting geometric features. In , we ask you to practice identifying conic sections such as circles, parabolas, ellipses, and hyperbolas from their equations. The section will then help you see how to use your knowledge of conic sections to identify key properties of graphs in three dimensions. For a complete discussion of conic sections, see .
Exploration
For each equation below, identify its graph in . Note that there are more graphs than equations, so some graphs will not be selected. To help you with identification, you might consider looking for \(x\)-intercepts, \(y\)-intercepts, and values of a variable for which the graph contains no points.
\(\frac{x^2}{9}+\frac{y^2}{25}=1\)
\(\frac{x}{3}+\frac{y}{5}=1\)
\(\frac{y^2}{4}-\frac{x^2}{1}=1\)
\(x=2y^2\)
\(\frac{y^2}{9}-\frac{x^2}{25}=0\)
\(\frac{x^2}{1}-\frac{y^2}{4}=1\)
Solution
You can match these in many ways (shape, intercepts, other features), but the matching is as follows:
- graph (b)
- graph (g)
- graph (a)
- graph (e)
- graph (d)
- graph (h)
Cylinder Surfaces
gave you an opportunity to recall that there are a number of interesting curves in the \(xy\)-plane that have nice algebraic forms (equations). What happens if we consider these same equations in three dimensions?
Example
We start by considering \((x-1)=\frac{(y+2)^2}{2}\). The graph of \((x-1)=\frac{(y+2)^2}{2}\) in two dimensions is a parabola centered at \((1,-2)\).
If we want to consider the graph of \((x-1)=\frac{(y+2)^2}{2}\) in three dimensions, then the graph must include all of the \((x,y,z)\) points that will satisfy this equation. For any \(x\) and \(y\) values we pick that satisfy \((x-1)=\frac{(y+2)^2}{2}\), we can make any choice of \(z\) to get a point that also satisfies the given equation. Hence, for each of the highlighted points on , we can extend the graph of \((x-1)=\frac{(y+2)^2}{2}\) parallel to the \(z\)-axis, forming a vertical line. shows how the points on the parabola (in blue) can be extended to include any \(z\)-coordinate.
Extending all points from the parabola \((x-1)=\frac{(y+2)^2}{2}\) in the \(xy\)-plane parallel to the \(z\)-axis will give a surface. This kind of surface is called a cylinder surface. We call the two-dimensional curve used to make the surface the generating curve, and the lines that extend in the direction of the missing variable are called rulings. In , the surface is plotted in blue, the generating curve in black, and the rulings in green. This surface is called a parabolic cylinder surface because the generating curve is a parabola.
The next activity prompts you to look at the most important cylinder surfaces. The conic sections that were reviewed in will be helpful as you do this.
Activity
Each equation below is a cylinder surface in \(\R^3\). To sketch the cylinder surfaces in \(xyz\)-space, you should first draw the generating curve in the \(xy\)-plane, \(xz\)-plane, or \(yz\)-plane (depending on which two variables appear in the equation) and then sketch a three-dimensional cylinder surface by thinking about how the rulings will run.
\(2x-y+1=0\) is called a linear cylinder surface.
\((x-1)^2+(y+2)^2=4\) is called a right-circular cylinder surface.
\(\frac{x^2}{9}+\frac{z^2}{4}=1\) is called an elliptic cylinder surface.
\(x^2-y^2=1\) is called a hyperbolic cylinder surface.
Quadric Surfaces
The defining characteristic of the equations of cylinder surfaces is that one variable is completely omitted from the equation. Now we will examine surfaces with algebraic equations that are quadratic in \(x\), \(y\), and \(z\). This will give us a category of example surfaces that are simple algebraically but exhibit a variety of interesting and important characteristics. To understand these quadric surfaces, we focus on the intercepts and two-dimensional graphs formed by the intersection of the quadric surface with fundamental planes. Next activity leads you through this process to help you learn to recognize and sketch quadric surfaces. After this, we will summarize the key ideas for recognizing and sketching quadric surfaces and then you will have the opportunity to apply those key ideas in additional activities.
Activity
For this activity, we will be looking at a variety properties that will help us draw a graph of the surface described by \(\frac{x^2}{4}+\frac{y^2}{9}-\frac{z^2}{1}=1\).
Find all \(x\)-, \(y\)-, and \(z\)-intercepts of \(\frac{x^2}{4}+\frac{y^2}{9}-\frac{z^2}{1}=1\).
Find an equation for the curve given by the intersection of \(\frac{x^2}{4} + \frac{y^2}{9} - \frac{z^2}{1} = 1\) with the \(xy\)-plane, the \(yz\)-plane, and the \(xz\)-plane. Draw a two-dimensional plot of each intersection.
Find equations for the curve given by the intersection of \(\frac{x^2}{4}+\frac{y^2}{9}-\frac{z^2}{1}=1\) with the each of the following fundamental planes. You should state the shape and any other characteristics (like center or direction) for each of these intersections.
\(z=\sqrt{3}\)
\(z=-2\)
\(x=3\)
\(x=-1\)
\(y=2\)
\(y=-4\)
Sketch each of these intersections on the proper fundamental planes in three dimensions.
Which of the following surface plots will correspond to \(\frac{x^2}{4}+\frac{y^2}{9}-\frac{z^2}{1}=1\)? You can determine this by comparing the features on your previous part to these options.
In designing , we carefully chose the fundamental planes for which we asked you to find the intersection with the surface. By examining the equation that defines a surface, you can strategically select fundamental planes to investigate. Doing so will allow you to identify key characteristics of a quadric surface without needing to test an exceedingly large number of fundamental planes. In , we suggest some steps to follow. Afterward, you will have an activity that gives you a chance to practice implementing these steps.
Condensed — the full section is in Boelkins et al., Active Calculus Multivariable.
Symbols used here
The non-negative number whose square (n-th power) is x.
Derivative with respect to x, holding the other variables fixed.
Vector of partial derivatives; points uphill.
Antiderivative (indefinite) or signed area from a to b (definite).
Integral over a region of the plane; integral around a closed curve.
A quantity with magnitude and direction; a column of numbers.
Σ u_i v_i; the length of v, √(v·v).
How to: Common Graphs in Three Dimensions
- If an equation involving only two variables is plotted in three-dimensional space, what sort of surface is produced?
- What surfaces arise as graphs of an equation that contains all three of the variables x, y, and z and the equation is quadratic in at least one variable?
Questions people ask
What is a partial derivative?
The ordinary derivative with respect to one variable while every other variable is frozen — the slope of the surface in one coordinate direction.
What does the gradient point at?
Uphill: the direction of steepest increase, with length equal to that steepest slope. It is perpendicular to the level curves.
ඔයාගේම උත්සහ කරන්න
Parts of this page are adapted from Boelkins et al., Active Calculus Multivariable (CC BY-SA 4.0). Condensed and re-explained here; errors are ours.
තවත් Multivariable Calculus
Functions of several variablesPartial derivatives and the gradientOptimisation in several variablesDouble and triple integralsVector fields, line integrals and the big theorems