Abstract
In second year algebra courses students are normally introduced to the conic sections by being told that certain curves which may be represented by quadratic equations in two unknowns are, in fact, equations of conic sections. In solid geometry the same students are told that a section of a right circular cone made by a plane is a conic section. Various kinds of models are occasionally employed to illustrate what the conic sections look like in the geometric sense, but ordinarily little effort is made to tie up the fact that a relation exists between the introduction given in algebra and the models presented in solid geometry.
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