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Journal articles on the topic 'Conic sections'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Olmstead, Eugene A., and Arne Engebretsen. "Technology Tips: Exploring the Locus Definitions of the Conic Sections." Mathematics Teacher 91, no. 5 (May 1998): 428–34. http://dx.doi.org/10.5951/mt.91.5.0428.

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Conic sections were first studied in 350 B.C. by Menaechmus, who cut a circular conical surface at various angles. Early mathematicians who added to the study of conics include Apollonius, who named them in 220 B.C., and Archimedes, who studied their fascinating properties around 212 B.C. In previous articles in this journal, conic sections have been shown both as an algebraic, or parametric, representation (Vonder Embse 1997) and as a geometric, that is, a paper-folding, model (Scher 1996). Both articles offer important insights into the mathematical nature of the conic sections and into teaching methods that can integrate conics into our curriculum. Even though many textbooks discuss conic equations and their graphs, they do not fully develop locus definitions of conic sections.

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2

Laywine, Alison. "Kant on conic sections." Canadian Journal of Philosophy 44, no. 5-6 (December 2014): 719–58. http://dx.doi.org/10.1080/00455091.2014.977835.

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This paper tries to make sense of Kant’s scattered remarks about conic sections to see what light they shed on his philosophy of mathematics. It proceeds by confronting his remarks with the source that seems to have informed his thinking about conic sections: the Conica of Apollonius. The paper raises questions about Kant’s attitude towards mathematics and the way he understood the cognitive resources available to us to do mathematics.

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3

Germain-McCarthy, Yvelyne. "Circular Graphs: Vehicles for Conic and Polar Connections." Mathematics Teacher 88, no. 1 (January 1995): 26–28. http://dx.doi.org/10.5951/mt.88.1.0026.

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A unified treatment of conic sections and polar equations of conics can be found in most calculus books where the reciprocals of limafçons are shown to be conic sections. The treatment, however, is from an algebraic standpoint and does not refer to the inherent connection between polar graphs and the graphs of trigonometric functions and conics. Beginning with information gained from the graphs of circular functions of the form y = A + B sin x, students can be guided to graph conic sections on the polar plane without using a table of values. This approach helps students to appreciate the roles that both algebra and coordinate geometry play in weaving various sections of mathematics into a meaningful whole.

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4

.., Hamiyet, and Mohammad Abobala. "The Application of AH-Isometry in the Study of Neutrosophic Conic Sections." Galoitica: Journal of Mathematical Structures and Applications 2, no. 2 (2022): 18–22. http://dx.doi.org/10.54216/gjmsa.020203.

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One of the most important areas of analytic geometry involves the concept of conic sections. The objective of this paper is to introduce the concept of neutrosophic conic sections, so that each neutrosophic conic section represents two classic conic section in the general case. On the other hand, all special cases resulting from the expansion by moving to the neutrosophic systems will be discussed and handled.

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5

Li, Zhiguang. "Problem-solving teaching strategies from the perspective of dividing the core literacy of mathematical operations." BCP Education & Psychology 6 (August 25, 2022): 207–13. http://dx.doi.org/10.54691/bcpep.v6i.1791.

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Mathematical operation literacy is one of the six core literacy proposed in the new Chinese senior high school curriculum reform round. Based on the problem-solving teaching link of the high school mathematics conic section, this paper is based on the connotation and method of mathematical operation literacy cultivation. Combined with the problems that high school students have in the problem-solving of conic sections, we innovate the teaching strategies for solving conic sections, improve students' literacy of mathematical operations in classroom teaching, and help teachers teach conic sections better. To enable students to grasp the problem-solving method of the conic section better.

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6

Said, Arwan Mhd. "Menentukan Bentuk Kuadrat Bagian Kerucut Dan Permukaan Kuadratik dengan Menggunakan Matriks." Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman 8, no. 1 (December 1, 2016): 47. http://dx.doi.org/10.46339/foramadiahi.v8i1.42.

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In determining quadratic forms by using the matrix, the way is to eliminate the tribe the product of a quadratic form, ie with how to change variables, and will use the results to assess the graph Conic sections (slices or cross-section of the cone, or conic section ).Problems in this study is how to determine the quadratic forms of conic sections and quadratic surfaces with using Matrix. From these results, it can be concluded that determine the shape of squares of conic sections and quadratic surfaces can be determined by using a matrix

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7

Siegel, Lauren. "Crafting Conic Sections." Math Horizons 29, no. 2 (November 8, 2021): 29. http://dx.doi.org/10.1080/10724117.2021.1978760.

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8

Dray, Tevian, and Corinne A. Manogue. "Electromagnetic conic sections." American Journal of Physics 70, no. 11 (November 2002): 1129–35. http://dx.doi.org/10.1119/1.1501115.

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9

Layton, William. "Regarding conic sections." Physics Teacher 52, no. 2 (February 2014): 68–69. http://dx.doi.org/10.1119/1.4862099.

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10

Korotkiy, Viktor. "Contact Conic Sections." Геометрия и графика 4, no. 3 (September 19, 2016): 36–45. http://dx.doi.org/10.12737/21532.

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11

GOLDMAN, RON, and WENPING WANG. "USING INVARIANTS TO EXTRACT GEOMETRIC CHARACTERISTICS OF CONIC SECTIONS FROM RATIONAL QUADRATIC PARAMETERIZATIONS." International Journal of Computational Geometry & Applications 14, no. 03 (June 2004): 161–87. http://dx.doi.org/10.1142/s021819590400141x.

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Extracting the geometric characteristics of conic sections, such as their center, axes and foci, from their defining equations is required for various applications in computer graphics and geometric modeling. Although there exist standard techniques for computing the geometric characteristics for conics in implicit form, in shape modeling applications conic sections are often represented by rational quadratic parameterizations. Here we present closed formulas for computing the geometric characteristics of conics directly from their quadratic parameterizations without resorting to implicitization procedures. Our approach uses the invariants of rational quadratic parameterizations under rational linear reparameterizations. These invariants are also used to give a complete characterization of degenerate tonics represented by rational quadratic parameterizations.

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12

Lipp, Alan. "Cubic Polynomials." Mathematics Teacher 93, no. 9 (December 2000): 788–92. http://dx.doi.org/10.5951/mt.93.9.0788.

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13

Rizal, Yusmet. "DIAGONALISASI BENTUK KUADRATIK IRISAN KERUCUT." EKSAKTA: Berkala Ilmiah Bidang MIPA 19, no. 1 (April 25, 2018): 83–90. http://dx.doi.org/10.24036/eksakta/vol19-iss1/132.

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In general, the conic section equation consists of three parts, namely quadratic, cross-product, and linear terms. A conic sections will be easily determined by its shape if it does not contain cross-product term, otherwise it is difficult to determine. Analytically a cone slice is a quadratic form of equation. A concept in linear algebraic discussion can be applied to facilitate the discovery of a shape of a conic section. The process of diagonalization can transform a quadratic form into another form which does not contain crosslinking tribes, ie by diagonalizing the quadrate portion. Hence this paper presents the application of an algebraic concept to find a form of conic sections.

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14

Horn, Simon. "Conic Sections, Kafka’s Babel." Yearbook of Comparative Literature 63 (June 2020): 90–112. http://dx.doi.org/10.3138/ycl.63.003.

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15

Foreman, J. W. "The conic sections revisited." American Journal of Physics 59, no. 11 (November 1991): 1002–5. http://dx.doi.org/10.1119/1.16686.

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16

Franco Filho, Antonio de Padua, and Anuar Paternina Montalvo. "Sections of the light cone in Minkowski 4-space." Revista Colombiana de Matemáticas 57, no. 1 (January 11, 2024): 1–18. http://dx.doi.org/10.15446/recolma.v57n1.112371.

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The intersection of an affine hyperplane in L4 with the light cone C is called a conic section. In this paper, it is proved that the conic sections in L4 are either Riemannian spheres, hyperbolic spaces or horospheres, depending on the causal character of the hyperplane. Analogous results for affine sections of de Sitter and hyperbolic spaces in L4 are also presented at the end.

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17

Brown, Elizabeth M., and Elizabeth Jones. "Understanding Conic Sections Using Alternate Graph Paper." Mathematics Teacher 99, no. 5 (January 2006): 322–27. http://dx.doi.org/10.5951/mt.99.5.0322.

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A description of two alternative coordinate systems and their use in graphing conic sections. This alternative graph paper helps students explore the idea of eccentricity using the definitions of the conic sections. Includes multiple examples of the uses of these alternative graphing sections, along with focus - directrix definitions of conic sections to be used with the new coordinate systems.

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18

Kallergis, Nikolaos. "EllipsoHyperbola A Common Approach that Joins the Conic Sections in 2D and 3D Space." European Journal of Mathematics and Statistics 5, no. 3 (June 14, 2024): 9–23. http://dx.doi.org/10.24018/ejmath.2024.5.3.290.

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This work aspires to interactively reveal through the use of the GeoGebra Software the relationship between the Conic Sections in 3D and the 2D symmetric forms of Conic Sections around O in a coordinate system Oxy, that is Circle, Ellipse, axis x'x, and Hyperbola, showing that these Conic Sections arise from the same algebraic formula and therefore have common characteristics. This manuscript includes short research on the four kinds of Conic Sections through a common approach that joins them in the two-but also in three-dimensional space, revealing the role of the slope of the Generator line of the conic surface and the role of the slope of the cutting plane in their equations.

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19

Panga, Grégoire Lutanda. "Hyperquaternionic Representations of Conic Sections." Journal of Applied Mathematics and Physics 10, no. 10 (2022): 2989–3002. http://dx.doi.org/10.4236/jamp.2022.1010200.

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20

Kim, Dong-Soo, and Seung-Hee Kang. "A CHARACTERIZATION OF CONIC SECTIONS." Honam Mathematical Journal 33, no. 3 (September 25, 2011): 335–40. http://dx.doi.org/10.5831/hmj.2011.33.3.335.

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21

Srinivasan, V. K. "Director circles of conic sections." International Journal of Mathematical Education in Science and Technology 33, no. 5 (September 2002): 791–800. http://dx.doi.org/10.1080/002073902320602978.

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22

Iona, Mario. "Remember properties of conic sections." Physics Teacher 39, no. 1 (January 2001): 20–21. http://dx.doi.org/10.1119/1.1343423.

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23

Ayoub, Ayoub B. "The Central Conic Sections Revisited." Mathematics Magazine 66, no. 5 (December 1993): 322–25. http://dx.doi.org/10.1080/0025570x.1993.11996157.

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24

Smith, Scott G. "Paper Folding and Conic Sections." Mathematics Teacher 96, no. 3 (March 2003): 202–7. http://dx.doi.org/10.5951/mt.96.3.0202.

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One sign of a good problem is that it offers multiple revelations during its investigation. Another is that it can be approached mathematically in more than one way. Three related problems that meet both those criteria involve paper folding and conic sections. Each problem can be demonstrated easily with a sheet of wax paper or emulated by a geometry drawing program like The Geometer's Sketchpad, yet each contains interesting mathematics whose properties are established in nontrivial ways.

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25

Biswas, S. N., B. B. Chaudhuri, and D. Dutta Majumder. "Conic Sections in Digital Grid." IETE Journal of Research 32, no. 1 (January 1986): 17–22. http://dx.doi.org/10.1080/03772063.1986.11436552.

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26

ALVARADO, ALEJANDRA, and EDRAY HERBER GOINS. "ARITHMETIC PROGRESSIONS ON CONIC SECTIONS." International Journal of Number Theory 09, no. 06 (September 2013): 1379–93. http://dx.doi.org/10.1142/s1793042113500322.

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The set {1, 25, 49} is a 3-term collection of integers which forms an arithmetic progression of perfect squares. We view the set {(1, 1), (5, 25), (7, 49)} as a 3-term collection of rational points on the parabola y = x2 whose y-coordinates form an arithmetic progression. In this exposition, we provide a generalization to 3-term arithmetic progressions on arbitrary conic sections [Formula: see text] with respect to a linear rational map [Formula: see text]. We explain how this construction is related to rational points on the universal elliptic curve Y2 + 4XY + 4kY = X3 + kX2 classifying those curves possessing a rational 4-torsion point.

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27

Givental, Alexander. "Kepler’s Laws and Conic Sections." Arnold Mathematical Journal 2, no. 1 (December 23, 2015): 139–48. http://dx.doi.org/10.1007/s40598-015-0030-6.

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28

Poudel, Gajendra. "Use of ICT in Teaching Conic Section." Journal of Aadikavi 12, no. 1 (December 31, 2023): 16–26. http://dx.doi.org/10.3126/joaa.v12i1.65810.

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This study entitled “Use of ICT in conic section: An experimental study” is an experimental research. ICT can be applied in conic sections which include parabola, ellipse, hyperbola, circle etc. For graphics and visualisation, geometric modelling, optics and imaging, satellite orbits, signal processing, engineering design, architectural design; ICT is used. The objectives of the study was “to compare the achievement of students taught by using ICT software and conventional teaching method while teaching conic section of grade XII.” The research was based on Vigotski’s constructivist view of learning. A pre-test and post-test of quasi-experimental research design was used to find the students’ achievement after experiment. Conventional sampling were used and two sections of Aadikavi bhanubhakta Secondary School were selected. Two sections were observed as Section ‘A’ of class XII was used for conventional group and section ‘B’ was used for experimental group. The school is located in Vyas Municipality ward no.1. There 28 students in section ‘A’ and 28 students in section ‘B’. For data collection, researcher used MAT. The result of Mathematics Achievement Test indicated that there was a significant difference between the average achievement of students taught by using ICT software and without using ICT software on post-test. The finding illustrated that the students in the experimental group performed better when using ICT software like Geogebra and Mathematica than the control group with the conventional method.

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29

C. Ulson, Kathlene. "Using Graphing Application in Illustrating the Conic Sections: Its Effect on Student’s Performance." Journal of Humanities and Education Development 6, no. 3 (2024): 01–07. http://dx.doi.org/10.22161/jhed.6.3.1.

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Nowadays, there are lots of Mathematics software and applications that learners can use for their learning, especially on graphing and one of those is GeoGebra. The main objective of this study was to determine the effects of graphing applications in illustrating the conic sections on student performance. A quantitative design specifically the correlational method was used to consider the extent to which differences between variables are related to the differences in other variables and to determine the relationship between student’s perception and performance in illustrating conic sections using graphing application. The respondents of this study were the Grade 11 Science, Technology, Engineering, and Mathematics students of Araceli National High School consisting of 17 students. The findings showed a weak positive correlation between the student’s perception and performance in illustrating conic sections using a graphing application and a significant difference in the student’s performance in illustrating conic sections before and after using the application. The research findings suggested that all mathematics teachers should incorporate the use of graphing application – GeoGebra because it is highly beneficial and applicable in teaching topics involving graphing. Hence, future researchers should explore other graphing applications that could be used in teaching the conic sections.

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30

Хейфец and Aleksandr Kheyfets. "Conics As Sections of Quadrics by Plane (Generalized Dandelin Theorem)." Geometry & Graphics 5, no. 2 (July 4, 2017): 45–58. http://dx.doi.org/10.12737/article_5953f32172a8d8.94863595.

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Has been presented a geometrical proof of a theorem stating that when a plane section crosses second-order revolution surfaces (rotation quadrics, RQ), such types of conics as ellipse, hyperbola or parabola are formed. The theorem amplifies historically famous Dandelin theorem, which provides geometric proof only for the circular cone, and extends the proof to all RQ: ellipsoid, hyperboloid, paraboloid and cylinder. That is why the theorem described below has been called as Generalized Dandelin theorem (GDT). The GDT proof has been constructed on a little-known generalized definition (GDD) of the conic. This GDD defines the conic as a line, that is a geometrical locus of points (GLP) P, for which ratio q = PT / PD = const, where PT is tangential distance from the point to the circle inscribed in the line, and PD is distance from the point to the straight line passing through the tangency points of the circle and the line. Has been presented a proof of GDD for all types of conics as their necessary and sufficient condition. The proof is in the construction of a circular cone and inscribed in sphere which is tangent to a cutting plane line at two points. For this construction is defined the position of a cutting plane, giving in section the specified conic. On the GDD basis has been proved the GDT for all the RQ with the arbitrary position of the cutting plane. For the proving a tangent sphere is placed in the quadric. An auxiliary cutting plane passing through the quadric axis is introduced. It is proved that in a section by axial plane the GDD is performed as a necessary condition for the conic. The relationship between the axial section and the given one is established. This permits to make a conclusion that in the given section the GDD is performed as the conic’s sufficient condition. Visual stereometrical constructions that are necessary for the theorem proof have been presented. The implementation of constructions using 3D computer methods has been considered. The examples of constructions in AutoCAD package have been demonstrated. Some constructions have been carried out with implementation of 2D parameterization. With regard to affine transformations the possibility for application of Generalized Dandelin theorem to all elliptic quadrics has been demonstrated. This paper is meant for including the GDT in a new training course on theoretical basis for 3D engineering computer graphics as a part of students’ geometrical-graphic training.

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31

Cholily, Yus Mochamad, Anis Farida Jamil, and Mayang Dintarini. "Metacognitive Regulation Strategies Among Indonesian Undergraduate Students During Conic Sections Conceptualization." AL-ISHLAH: Jurnal Pendidikan 16, no. 2 (June 22, 2024): 948–59. http://dx.doi.org/10.35445/alishlah.v16i2.5252.

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Metacognitive regulation ability can assist students in abstracting the concept of a conic section. However, research exploring students’ metacognitive regulation in abstracting a mathematical concept is still rare. Thus, this study aims to analyze students' metacognitive regulation consisting of monitoring and controlling in abstracting the conic sections concept. Three students were selected as research subjects from 26 undergraduate of mathematics education Indonesian students who were engaged in abstraction assignments. Three students were selected based on their abstraction of the conic section concept, where only one student succeeded and two students represented two types of abstraction errors present in the class. An indicator of student success in abstracting the concept of a conic section is that students can correctly identify the relationship between eccentricity and the conic curve.. After completing the task, students are given the MAI questionnaire to identify their metacognitive regulations. There were 52 items in the MAI, of which 17 items represented metacognitive knowledge and 35 items represented metacognitive regulation. Hence, this study utilized the 35 items. The paper indicates that there is a positive relationship between metacognitive regulation and abstraction processes of the three students. This relationship is particularly evident in the metacognitive monitoring component. We hypothesize that students with good metacognitive monitoring are associated with the success of the abstraction process. The findings of this study contribute to further research by suggesting that designing learning environments that support metacognitive regulation will assist students in successfully abstracting mathematical concepts.

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32

Cullen, M. R. "Moire Fringes and the Conic Sections." College Mathematics Journal 21, no. 5 (November 1990): 370. http://dx.doi.org/10.2307/2686902.

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33

Jacob, Guidry. "Taking a Cue from Conic Sections." Mathematics Teacher: Learning and Teaching PK-12 114, no. 6 (June 2021): 492. http://dx.doi.org/10.5951/mtlt.2020.0370.

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34

Kim, Dong-Soo, Soojeong Seo, Woo-In Beom, Deukju Yang, Juyeon Kang, Jieun Jeong, and Booseon Song. "SOME EQUIVALENT CONDITIONS FOR CONIC SECTIONS." Pure and Applied Mathematics 19, no. 4 (November 30, 2012): 315–25. http://dx.doi.org/10.7468/jksmeb.2012.19.4.315.

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35

Nirode, Wayne. "Lines as “Foci” for Conic Sections." Mathematics Teacher 112, no. 4 (January 2019): 312–16. http://dx.doi.org/10.5951/mathteacher.112.4.0312.

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One of my goals, as a geometry teacher, is for my students to develop a deep and flexible understanding of the written definition of a geometric object and the corresponding prototypical diagram. Providing students with opportunities to explore analogous problems is an ideal way to help foster this understanding. Two ways to do this is either to change the surface from a plane to a sphere or change the metric from Pythagorean distance to taxicab distance (where distance is defined as the sum of the horizontal and vertical components between two points). Using a different surface or metric can have dramatic effects on the appearance of geometric objects. For example, in spherical geometry, triangles that are impossible in plane geometry (such as triangles with three right or three obtuse angles) are now possible. In taxicab geometry, a circle now looks like a Euclidean square that has been rotated 45 degrees.

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36

Cullen, M. R. "Moiré Fringes and the Conic Sections." College Mathematics Journal 21, no. 5 (November 1990): 370–78. http://dx.doi.org/10.1080/07468342.1990.11973335.

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37

Wiseman, James A., and Paul R. Wilson. "A sylvester theorem for conic sections." Discrete & Computational Geometry 3, no. 4 (December 1988): 295–305. http://dx.doi.org/10.1007/bf02187914.

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38

Greenslade, Thomas B. "A second point regarding conic sections." Physics Teacher 52, no. 2 (February 2014): 69. http://dx.doi.org/10.1119/1.4862100.

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39

John Brillhart, Richard Blecksmith, and Mike Decaro. "Using Conic Sections to Factor Integers." American Mathematical Monthly 123, no. 2 (2016): 168. http://dx.doi.org/10.4169/amer.math.monthly.123.2.168.

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40

Kanas, Stanisława. "Differential subordination related to conic sections." Journal of Mathematical Analysis and Applications 317, no. 2 (May 2006): 650–58. http://dx.doi.org/10.1016/j.jmaa.2005.09.034.

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41

Gentili, Graziano, and Michael A. O’Connor. "On Rational Geometry of Conic Sections." Journal of Symbolic Computation 29, no. 3 (March 2000): 459–70. http://dx.doi.org/10.1006/jsco.1999.0332.

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42

Leapard, Barbara B., and Joanne C. Caniglia. "Conic Sections: Draw It, Write It, Do It." Mathematics Teacher 99, no. 3 (October 2005): 152–55. http://dx.doi.org/10.5951/mt.99.3.0152.

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A challenging activity for integrating mathematics and art using conic sections. Students create a drawing that is formed by the graphs of linear equations and conic sections and record the equations with domain and range for each. The art work incorporates graphing calculators and pencil and pencil and paper graphs.

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43

Moore-Russo, Deborah, and John B. Golzy. "Helping Students Connect Functions and Their Representations." Mathematics Teacher 99, no. 3 (October 2005): 156–60. http://dx.doi.org/10.5951/mt.99.3.0156.

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A challenging activity for integrating mathematics and art using conic sections. Students create a drawing that is formed by the graphs of linear equations and conic sections and record the equations with domain and range for each. The art work incorporates graphing calculators and pencil and pencil and paper graphs.

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44

Atkinson, David. "Spheres in a Cone; or, Proving the Conic Sections." Mathematics Teacher 80, no. 3 (March 1987): 182–84. http://dx.doi.org/10.5951/mt.80.3.0182.

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Anyone who has taught the conic sections has no doubt used a model of a right circular cone that comes apart to demonstrate the elliptical, parabolic, and hyperbolic cross sections obtained when the cone is cut by a plane at various angles. This result is believable but certainly not intuitively obvious, yet it is almost never proved. In fact many of us who teach the conic sections have never seen a proof of this result.

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45

NAKAMURA, Sadao, and Kazuhisa SUGIYAMA. "APPROXIMATION OF FUNCTIONAL CURVES BY CONIC SECTIONS." Journal of Graphic Science of Japan 23, no. 3 (1989): 1–6. http://dx.doi.org/10.5989/jsgs.23.3_1.

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46

Maanen, Jan Van. "Seventeenth Century Instruments for Drawing Conic Sections." Mathematical Gazette 76, no. 476 (July 1992): 222. http://dx.doi.org/10.2307/3619131.

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47

Kanas, Stanisława. "Subordinations for domains bounded by conic sections." Bulletin of the Belgian Mathematical Society - Simon Stevin 15, no. 4 (May 2008): 589–98. http://dx.doi.org/10.36045/bbms/1225893941.

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48

Gardner, Robert, and Robert Davidson. "The Three Stooges Meet the Conic Sections." Mathematics Teacher 105, no. 6 (February 2012): 414–18. http://dx.doi.org/10.5951/mathteacher.105.6.0414.

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Students analyze a photograph to solve mathematical questions related to the images captured in the photograph. This month, a still from a Three Stooges movie is analyzed. The mathematics involves conic sections, implicit differentiation, similar triangle geometry, and scaling factors

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49

Munasinghe, Ranjith. "Using Differential Equations to Describe Conic Sections." College Mathematics Journal 33, no. 2 (March 2002): 145. http://dx.doi.org/10.2307/1559001.

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50

ANTOINE, JEAN-PIERRE, I. BOGDANOVA, and P. VANDERGHEYNST. "THE CONTINUOUS WAVELET TRANSFORM ON CONIC SECTIONS." International Journal of Wavelets, Multiresolution and Information Processing 06, no. 02 (March 2008): 137–56. http://dx.doi.org/10.1142/s0219691308002288.

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Abstract:

We review the coherent state (or group-theoretical) construction of the continuous wavelet transform (CWT) on the two-sphere. Next, we describe the construction of a CWT on the upper sheet of a two-sheeted hyperboloid, emphasizing the similarities between the two cases. Finally, we give some indications on the CWT on a paraboloid and we introduce a unified approach to the CWT on conic sections.

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