Higher Secondary

IT MATHS LAB MANUAL

FIRST YEAR

2019

State Council of Educational Research and Training

Poojappura PO
Thiruvananthapuram - 695012
Foreword

The field of general education in Kerala is undergoing drastic changes by incorporating innova-

tive methods in the teaching learning process. The different initiatives that are being implemented

after scientific research and planning, take into consideration the impact of such changes in the

academic excellence of the learner community. Such a new wave of thought has been bringing

in many a change in the teaching of Mathematics in Kerala. At the primary level, Mathematics

may be of concrete concepts, which, during its gradation to the Higher Secondary level, becomes a

greater universe of abstraction which requires proper visualisation. Learners get the opportunity

to learn Mathematics using free software like GeoGebra up to Standard X. But at the Higher Sec-

ondary level, its continuity is lost to a certain extent as there is no scope for IT enabled learning

in Mathematics.

Considering this, the SCERT Kerala is introducing the concept of IT Maths Lab for Higher

Secondary students from the academic year 2019-20 onwards. This IT Maths Lab Manual will

surely help all children as a source of inspiration in exploring Mathematics and support all learners

to attain the concepts meaningfully. With regards,

Dr.J.Prasad,

Director,

SCERT

iii
The Team

Development Team

1. Achuthan C G, GHSS Karakkurissi, Palakkad

2. Dr K Shanavas, Master Trainer, KITE, Malappuram
3. Jayadas T, TRKHSS Vaniyamkulam, Palakkad

4. M A Rafi, AMHSS Poovambayi, Kozhikode

5. Pramod M K, GMMGHSS Palakkad
6. R Ramanujam, MNKM Govt.HSS Pulappatta, Palakkad
7. Sajeev C S, Govt.Girls VHSS, Manacaud, Thiruvananthapuram

8. Sajith K, Nochat HSS, Kozhikode

9. Sudeep P, Dr K B Menon Memorial HSS, Thrithala, Palakkad
10. Vinod Kumar A, PKMMHSS, Edarikode, Malappuram

11. Vinod Kumar K, GVHSS Krishnapuram , Alappuzha

Experts

1. Dr. E Krishnan, Retd Professor, University College, Thiruvanthaparam

2. Prof. Sukesh A, Govt. College of Engineering, Kannur

Programme Coordinator:
Dr. K S Sivakumar
SCERT Thiruvananthapuram

iv
Preface

IT Maths Lab is introduced in Higher Secondary level to make the learning process more creative
and child friendly. Maths Lab opens a platform for learning by doing and it accelerates learning
by making it joyous. Mathematics skills are inherent in a child and it blossoms through schooling.
Children acquire knowledge of numbers and numerical skills in their early childhood itself through
plays and activities. The way of presentation of mathematical concepts becomes a bit abstract in
higher classes and it spoils the genuine interest of children in the subject. For example, we attain
the concept of area of a rectangle or volume of a rectangular prism through appropriate activities.
But it becomes a herculean task to find an activity suitable for the class room, to impart the
idea of maximum surface area of a rectangular prism whose volume is fixed. If a learning process
demands tedious sequence of logical arguments, then it would be, better if we make it an activity
and let the students do it and learn the concept.
Fortunately it has become easy today to makeover a concept to an activity by the use of
technology and kids are specially equipped in keeping the pace with it. Software like GeoGebra
contribute a lot in this makeover. Activities in IT Maths Lab are regulated with the help of
GeoGebra. A detailed Lab Manual is also set for helping the students.
• For the first year, there are 16 labs from the class 11 syllabus , out of which 8 are to be done.
Those who are interested can go through all the labs.
• Each lab consists of 3 or 4 activities and some additional activities.

• Additional activities are optional.

• Additional activities are provided almost in all labs, meant for only those who are interested.
• To familiarise the tools of GeoGebra,the lab ‘Basic Concepts’ is included in the manual. It
gives a brief description of the basic tools of GeoGebra.

• Manual is so set that students can independently do lab using the it.
• Step by step explanation is given for each activity.
• Separate markings are given for those steps which are to be written in the observation book.
• Each student has to keep an observation book, which is to be examined and rectified by the
teacher.
Our class room environment limits the scope of innovative learning. Hopefully this will be well
overcome by the IT Maths Lab

v
Contents

Foreword iii

The Team iv

Preface v

Basic Concepts 1
Activity 0.1 GeoGebra Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Activity 0.2 Graph of a Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Activity 0.3 Standard Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Activity 0.4 Domain and Range . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activity 0.A Polynomial Function . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activity 0.B Functions With Rational Powers . . . . . . . . . . . . . . . . . . . 4

1 Value of Functions 6
Activity 1.1 Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 1.2 Values of Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Activity 1.3 Function Machine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 1.A Temperature Scales . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2 Shifting of Graphs 9
Activity 2.1 Shifting of graphs : f (x) + a . . . . . . . . . . . . . . . . . . . . . . . . 9
Activity 2.2 Shifting of graphs : f (x + a) . . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 2.3 Reflection of a graph : −f (x) . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 2.4 Reflection of a graph : f (−x) . . . . . . . . . . . . . . . . . . . . . . . 11
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Activity 2.A Translations of graphs: 1 . . . . . . . . . . . . . . . . . . . . . . . 11
Activity 2.B Translations of graphs: 2 . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 2.C Family of curves - using sequence command . . . . . . . . . . . . . 12

3 Domain and Range 13

Activity 3.1 Domain and Range of Functions from their Graphs . . . . . . . . . . . . 13
Activity 3.2 Rational Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 3.3 Piecewise Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Activity 3.A Leaking Tank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Activity 3.B The Volume of a Box . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 3.C Some Familiar Graphs from Physics . . . . . . . . . . . . . . . . . 16
Activity 3.D Domain and Range of Relations . . . . . . . . . . . . . . . . . . . 17

vi
CONTENTS vii

4 Trigonometric Functions 18
Activity 4.1 Values of Trigonometric Functions . . . . . . . . . . . . . . . . . . . . . 18
Activity 4.2 Graphs of Trigonometric Functions - 1 . . . . . . . . . . . . . . . . . . . 19
Activity 4.3 Graphs of Trigonometric Functions - 2 . . . . . . . . . . . . . . . . . . . 20
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Activity 4.A k sin(x) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Activity 4.B k sin(2x) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5 Trigonometric Identities 22
Activity 5.1 sin( nπ
2 + x) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 5.2 sin( nπ
2 − x) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Activity 5.3 Geometrical Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Activity 5.A cos(x + y) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Activity 5.B Simple Harmonic Motion . . . . . . . . . . . . . . . . . . . . . . . 25

6 Solutions of Trigonometric Equations 26

Activity 6.1 Solution of sin x = a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Activity 6.2 Solution of cos x = a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Activity 6.3 Solution of tan x = a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Activity 6.4 Solution of trigonometric equations in general . . . . . . . . . . . . . . . 28

7 Shifting and scaling of graphs of Trigonometric Functions 29

Activity 7.1 Shifting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Activity 7.2 Scaling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Activity 7.3 Periods of Trigonometric Functions . . . . . . . . . . . . . . . . . . . . . 31
Activity 7.4 Shifting and Scaling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Activity 7.A Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Activity 7.B Music and Maths . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Activity 7.C Harmonic Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Activity 7.D Blood Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

8 Straight lines 35
Activity 8.1 General Form of Straight Lines . . . . . . . . . . . . . . . . . . . . . . . 35
Activity 8.2 Intersection of Two Lines . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Activity 8.3 Normal Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Activity 8.4 Shifting of Origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

9 Conic Sections 39
Activity 9.1 Cutting of a Cone by a Plane . . . . . . . . . . . . . . . . . . . . . . . . 39
Activity 9.2 Locus of a point moving equidistant from two given points . . . . . . . 41
Activity 9.3 Locus of a point the sum of whose distances from two given points is a
constant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Activity 9.4 Locus of a point the difference of whose distances from two given points
is a constant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Activity 9.5 Locus of a point equidistant from a fixed point and a fixed line . . . . 42
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Activity 9.A Focus - Directrix Definition . . . . . . . . . . . . . . . . . . . . . . 43
Activity 9.B Apollonius Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

10 Circle and Parabola 45

Activity 10.1 Circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Activity 10.2 Parabola 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Activity 10.3 Parabola 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Activity 10.A Family of Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

IT Maths Lab Manual

CONTENTS viii

Activity 10.B Parabola with Given Focus and Directrix . . . . . . . . . . . . . . 48

11 Ellipse and Hyperbola 49

Activity 11.1 Ellipse 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Activity 11.2 Ellipse 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Activity 11.3 Hyperbola 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Activity 11.4 Hyperbola 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Activity 11.A Conic Sections in General . . . . . . . . . . . . . . . . . . . . . . . 51
Activity 11.B Locus of a Point on a Sliding Rod . . . . . . . . . . . . . . . . . . 51

12 Basics of 3D 53
Activity 12.1 Octants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Activity 12.2 Movement of a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Activity 12.3 Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Activity 12.4 Section of a Line by Coordinate Planes . . . . . . . . . . . . . . . . . . 56
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Activity 12.A Construction of a Box by Cutting Squares from Corners and Fold-
ing up the Flaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Activity 12.B Platonic Solids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

13 Limits 58
Activity 13.1 Geometrical Interpretation of Limits . . . . . . . . . . . . . . . . . . . . 58
Activity 13.2 Limit of Rational Functions . . . . . . . . . . . . . . . . . . . . . . . . . 59
Activity 13.3 Limit of Piecewise Functions . . . . . . . . . . . . . . . . . . . . . . . . 60
Activity 13.4 Limit of Trigonometric Functions . . . . . . . . . . . . . . . . . . . . . . 60
Activity 13.5 Limit of Exponential and Logarithmic Functions . . . . . . . . . . . . . 60
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Activity 13.A Some more problems . . . . . . . . . . . . . . . . . . . . . . . . . 61

14 Derivative at a point 62
Activity 14.1 Geometrical Meaning of Derivative at a Point . . . . . . . . . . . . . . . 62
Activity 14.2 Derivative at a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Activity 14.3 Non Differentiability - Geometrical Meaning . . . . . . . . . . . . . . . 63

15 Derivative of a function 65
Activity 15.1 Relation Between a Function and its Derivative . . . . . . . . . . . . . . 65
Activity 15.2 Graph of Derived Function . . . . . . . . . . . . . . . . . . . . . . . . . 66
Activity 15.3 Equation of Derived Function . . . . . . . . . . . . . . . . . . . . . . . . 66
Activity 15.4 Derivative using Command . . . . . . . . . . . . . . . . . . . . . . . . . 67
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Activity 15.A Derivative Machine . . . . . . . . . . . . . . . . . . . . . . . . . . 67

16 Miscellaneous 68
Activity 16.1 Complex numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Activity 16.2 Sequences and Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Activity 16.3 Sum to n terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Activity 16.4 Graphical Solution of Linear Inequalities . . . . . . . . . . . . . . . . . 70
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Activity 16.A Sum of Complex Numbers . . . . . . . . . . . . . . . . . . . . . . 71
Activity 16.B Product of Complex Numbers . . . . . . . . . . . . . . . . . . . . 71
Activity 16.C Square Root of a Complex Number . . . . . . . . . . . . . . . . . . 72

IT Maths Lab Manual

Basic Concepts

Aim

• To familiarise the GeoGebra interface and Toolbar

• To familiarise the concept of domain, range and graphs of standard functions

Concepts

• Domain, range and graphs of functions

Discussion

Many of us are already familiar with the software GeoGebra which leads us to the joy of dy-
namism of Geometry. In Higher Secondary Mathematics, we deal with concepts like Analytic
Geometry, Trigonometry, Calculus etc. in which GeoGebra can contribute a lot in conceptual
understanding.

In this lab, we learn some basic tools and commands of GeoGebra which will help us in our
learning process. We also learn about input commands to plot the graphs of polynomial functions.

Activity 0.1 GeoGebra Interface

Procedure:

• Familiarise the interfaces of GeoGebra

We can draw geometrical figures or graphs in the Graphics View by selecting tools from the
Toolbar or by giving commands in the Input Bar.The algebraic form of the figures or graphs
drawn in the Graphics View is available in the Algebra View. Apart from the Graphics View
and Algebra View, GeoGebra also offers Graphics 2, Spreadsheet, CAS (Computer Algebra
System) and 3D Graphics. All these views can be shown or hidden using “View” menu.

1
0 Basic Concepts 2

• Familiarise the Toolbar and some important tools of GeoGebra

In GeoGebra Graphics View, tools are arranged in 12 sets as shown in the figure below.

All the tools in each set are obtained by clicking on the small arrow at the bottom right
corner of each icon as shown in figure. Keeping the cursor on the tool, a brief description of
the function of the tool is displayed.

When the 3D Graphics View is enabled, the tools will change accordingly.

Activity 0.2 Graph of a Function

Procedure:
• Create a slider a with incre-
ment 1 as follows
Using Slider tool click any-
where on the Graphics
View. We get a window in
which we can edit the name,
minimum value, maximum
value, and increment of the
slider.

IT Maths Lab Manual

0 Basic Concepts 3

• Plot the point A(a, a2 ). (Input: A=(a,a^2) or

(a,a^2) )
Input Box
• Change the value of the slider and observe the move-
ment of A. • To create an Input Box
for the slider a, using
We can change the value of a slider in different ways. the Input Box tool, click
– Click and drag the slider point. anywhere on the Graph-
ics View. We get the ’In-
– Using Move tool click on the slider point and then put Box’ window. Enter
use arrow keys to change the value. any caption (say Slider ).
– Right click on the slider and select Animation From the Linked Object
On drop down menu select a.
– Create an input box for the slider and change • To create an Input Box
the value for the point A, from
• Change the increment of the slider to 0.01.(Right the Linked Object drop
click on the slider → Object Properties → Slider → down menu select A.
Enter 0.01 in the Increment box.) Locus Tool

• We can draw the path

• Observe the movement of the point. traced by the point A us-
• Trace the point A. (Right click on the point→ Trace ing Locus tool. For this,
On ) using the tool click on the
slider a and on the point
Observe the curve traced. What does it repre- A.
sent ?
• Create an Input Box for the point A.

• Change the definition of the point A as (a, a3 ). (In the Input Box enter (a,a^3))

Observe the curve traced. What does it represent ?

What should be the definition of the point A, so that the curve represents the graph
of the function f (x) = x4 ?

Activity 0.3 Standard Functions

Procedure:

• Draw the graphs of standard functions using inputs

Function Input
x x
x2 x^2 – We can see the name of
|x| abs(x) each function in the Al-
√ gebra View
x sqrt(x)
x3 x^3 – By clicking the bullets,
[x] floor(x) we can hide/show the
1
x 1/x graph of the function
Signum function sign(x)

Observe the graph of each function and find its domain and range

• Input: ceil(x).

Observe the graph of the function obtained and compare this with the graph of the
floor function. Define this function

IT Maths Lab Manual

0 Basic Concepts 4

Activity 0.4 Domain and Range

Procedure:
• Create an integer slider n
(Using Slider tool click anywhere on the Graphics → select Integer → click OK. If we want
we can change the minimum , maximum and increment of the slider.)
• Draw the graph of f (x) = xn
[Input: f(x) = x^n]

Observe the graph of the function xn and find the domain and range for different
values of n
What happens to the graph of the function xn between −1 and 1 as n becomes larger
and larger ? why ?
n Function Domain Range
1 x
2 x2
3 x3

Additional Activities

Activity 0.A Polynomial Function

Discussion:
We discuss how the domain and range of a polynomial function related to its degree.
Procedure:
• Draw the graphs of some polynomial functions.(eg. for getting the graph of
f (x) = x3 + 2x2 − 3, Input: f(x)=x^3+2x^2-3)

Draw the graphs of the following functions and find their domain and range
Sl No Function Domain Range
1 2x3 − 3x + 4
2 −x2 + 2x − 3
3 3x4 + 5

What is your inference about the domain and range of polynomial functions?

Activity 0.B Functions With Rational Powers

Discussion:
1
We discuss the nature of the function f (x) = x n for integer values of n
Procedure:
• Create an integer slider n (min=1, max=10)
1
• Draw the graph of f (x) = x n
( Input: f(x)=x^(1/n))

IT Maths Lab Manual

0 Basic Concepts 5

Move the slider and observe the graph. Identify the change in domain, range and the
graph when n takes even and odd values.
1
Also draw the graph of xn and compare it with the graph of x n .

IT Maths Lab Manual

Lab 1

Value of Functions

Aim

• To construct an applet to establish geometrically the correspondence of a number and its

image under a function.
• To use this applet to find the images of numbers under various functions.
• To use an applet to visualise the comparison of a function with an input-output machine.
Concepts
• Image of a number a under a function f is denoted by f (a)
• Graph of the function f is the collection of points (a, f (a))
Discussion

For any number a, the ordered pair (a, f (a)) is a point on the graph of the function f , so its
y coordinate gives the value of f (a). We use this idea for constructing our applet. Once such an
applet is constructed, we can simply change the function and use it for different functions.
Sometimes we compare a function with a machine which gives an output, according to the definition
of the function, for a given input. In Activity 1.3 we use an applet which helps us to visualise this
comparison. By this activity we get a clear idea about the domain of the function.

Activity 1.1 Functions

Procedure:
• Draw the graph of f (x) = x2 .
• Create a number slider a with increment 0.01
To show the coordinates of a
• Plot the points A(a, 0), B(a, f (a)), C(0, f (a)). point, right click on the point.
(Give inputs like A=(a,0)). Go to Object Properties → Ba-
• Draw the line segments AB and BC sic → Show Label and select the
using Segment tool. Name and Value option

• Show the coordinates of A, B, and C.

• Now drag the point A along the x axis (either click and drag the point or using slider - click
and drag the slider point to change the value of a) and observe the movement of C on the y
axis.

Using this, find the values of (2.3)2 , (−1.8)2 , (0.9)2 , (2.9)2 . . .

Save the file as Activity 1.1

6
1 Value of functions 7

Activity 1.2 Values of Functions

Procedure:

• Open the file Activity 1.1 and save as Activity 1.2

• Create an Input Box for f and change the function
using it.
(Select Input Box tool, → Click on Graphics View
→ give a suitable caption (say function)
→ Linked Object → f (x) = x2 → OK)
• Similarly create an Input Box for the slider.

Change the functions accordingly and find the approximate values corrected to 3 decimal
places of the following
1 √ 2
p√ −3
33 1.8 23 5 (3.46) 2

1 We can set the num-

Function x3
ber of decimal places
Input(x) 3 as follows;
Value(f (x)) Options → Rounding
→ Select number of
1 decimal places.
Change the function to f (x) = , and observe how the point
x
C moves as the point A approaches the origin from either side.

Change the function to f (x) = [x] and observe the movement

of C according to A

Activity 1.3 Function Machine

Procedure :
Use Applet ML 1.3
About the Applet
Three switches are provided on the machine
• GREEN :- Click to start the machine.
• RED :- Click to stop the machine.

• BLUE :- Click to reset.

Using Input Boxes we can change the function
and the input number.
The warning light provided on the machine turns
red if the input number is out of the domain of
the function.

IT Maths Lab Manual

1 Value of functions 8

√
Change the function to f (x) = x and find the values of the following.
√ √ q
i) 2 ii) 1.8 iii) 23
What happens if we give a negative number as the input ?

1
Change the function to f (x) = x and find the values of the following.
q
2 −3
i) 3 ii) 7 iii) 23
What happens if the input is 0 ?

Additional Activities

Activity 1.A Temperature Scales

Discussion:
There are various scales to measure temperature. Perhaps the most popular ones are the Fahrenheit
and the Celsius scales.
F (C) is the Fahrenheit temperature corresponding to the Celsius temperature C and they related
to each other as
9
F (C) = C + 32
5
• Plot the graph of the above function (Consider C as
the variable x)

From the graph identify the Celsius temper- While plotting the graph of
ature at which the Fahrenheit temperature become F (C) we have to use x instead of
zero C. So in order to get the graph
From the graph identify the Fahrenheit tem- input 9x/5+32
perature at which the Celsius temperature become
zero

IT Maths Lab Manual

Lab 2

Shifting of Graphs

Aim
To analyse the changes in the graph of a function according to some slight changes in the definition
Concepts
• Graph of a function
Discussion

If we know the graph of the function f (x) we can obtain the graphs of the functions f (x) + a,
f (x + a), −f (x) and f (−x) by translation or reflection.

This idea helps us to imagine the graphs of some functions if the graph of the base function is
known.

This activity gives insight on the concept of a family of curves.

Activity 2.1 Shifting of graphs : f (x) + a

Procedure:
Apply trace to the graph to get
• Draw the graph of f (x) = x 2 a pattern (rightclick → trace
on). To erase the pattern, press
• Create a number slider a with increment 0.1 Ctrl+F

• Draw the graph of g(x) = f (x) + a Change the value of slider by

(Input: f+a) these methods :

Observe how the graph of g(x) changes accord- • Click on the slider point
ing to a and move

• Create Input Boxes for editing function and slider a • Using Move tool, select
the slider and use arrow
Do the above observations for different func- keys
tions such as |x|, [x], x3 etc. • Right click on the slider
• Save this as Activity 2.1 and turn on animation

9
2 Shifting of Graphs 10

Activity 2.2 Shifting of graphs : f (x + a)

Procedure:

• Open a new GeoGebra window.

• Draw the graph of f (x) = x2 .
• Create a number slider a with increment 0.1

• Draw the graph of g(x) = f (x + a). (Input:

f(x+a))

Observe how the graph of g(x)

changes according to a.

• Create Input Boxes for the function f and slider a.

Generalise the above observations with different functions such as |x|, [x], x3 etc.
• You may use the animation option to change the slider.
• Save this as Activity 2.2

Activity 2.3 Reflection of a graph : −f (x)

Procedure:

• Open a new GeoGebra window.

• Draw the graph of f (x) = x2

• Draw the graph of g(x) = −f (x) (Input: -f)

Compare the graphs of f (x) and g(x).

• Create an Input Box for f and change the function to
i) x2 + 2 ii) x2 − 1 iii) |x| − 1 iv) |x − 1|
1
v) [x] vi) x2 + 2x + 1 vii)
x

Compare the graphs of f and g in each case. Write your findings.

• Save this file as Activity 2.3

IT Maths Lab Manual

2 Shifting of Graphs 11

Activity 2.4 Reflection of a graph : f (−x)

Procedure:

• Open a new GeoGebra window

• Draw the graph of f (x) = x3

• Draw the graph of g(x) = f (−x) (Input: f(-x))

Compare the graphs of f (x) and g(x)

• Create an Input Box for f and change the function to
1
i) ii) [x] iii) |x|
x
iv) x2 v) (x − 2)2

Compare the graphs of f and g in each case. Write your findings.

What is the speciality of the graphs of odd and even

functions?
A function f (x) is an even func-
Identify odd and even functions discussed in this lab. tion if f (−x) = f (x) and an
odd function if f (−x) = −f (x).
Is there any function which is neither odd nor even?
• Save this file as Activity 2.4

Additional Activities

Activity 2.A Translations of graphs: 1

Procedure:

• Draw the graph of f (x) = x2 .

• Create a number slider a, with increment 0.1
• Draw the graph of g(x) = f (x − a) + a.

Observe how the graph of g(x) changes accord-

ing to a.
• Create an Input Box for g and change the function to
i) f (x − a) − a ii) f (x − a) + 2a
iii) f (x − a) + 3a iv) f (x − a) − 3a

Observe the shift in the graph of g according

to the change in a.

Try to draw the pattern given in the figure.

IT Maths Lab Manual

2 Shifting of Graphs 12

Activity 2.B Translations of graphs: 2

• Draw the graph of f (x) = x2 .

• Create number sliders a and b , with increment 0.1

• Draw the graph of g(x) = f (x + a) + b.

• By adjusting the values of a and b transform the graph of x2 to that of the following functions.
i) (x + 2)2 − 3 ii) x2 + 6x + 9 iii) x2 − 4x + 6

Activity 2.C Family of curves - using sequence command

Using sequence command, we can represent the family of curves obtained by shifting a graph
Procedure:
• Draw the graph of f (x) = x2 In the Input Command
Sequence[f+i,i,-3,3,0.2], f is
• In the Input Bar, give the command,
function, i is variable, -3 is start
Sequence[f+i,i,-3,3,0.2], which gives the
value, 3 is end value and 0.2 is
graphs of the functions
increment
x2 − 3, x2 − 2.8, x2 − 2.6, . . . , x2 , . . . , x2 + 3

Imagine the family of curves obtained by the follow-

ing input commands and then draw them.
1. Sequence[f(x+i),i,-3,3,0.2]

2. Sequence[f(x-i)+i,i,-3,3,0.2]
3. Sequence[f(x-i)-i,i,-3,3,0.2]
4. Sequence[f(x-i)+2i,i,-3,3,0.2]

Create a slider a and input the command Sequence[f(x-i)+a*i,i,-3,3,0.2]. Observe

the pattern for different values of a.

Create an Input Box for f and observe the pattern for different functions

IT Maths Lab Manual

Lab 3

Domain and Range

Aim

• To find the domain and range of functions from their graphs

Concepts

• Graph of a function, domain and range, shifting of the graph

Discussion

A graph, being the pictorial representation of a function, gives much information about the
properties of that function.

In this lab, we discuss the domain and range of functions with the help of their graphs. We
also discuss rational functions, functions with restricted domain and piecewise functions.

In each problem we discuss here, first try to imagine the graph, domain and range of the func-
tion and then draw it using GeoGebra

Activity 3.1 Domain and Range of Functions from their Graphs

Procedure:

Imagine the graphs of the following functions and write their domain and range. (You may
use the idea of shifting and reflection of graph as in Lab 2)

Check your answer by drawing the graphs using GeoGebra

i) x2 + 2 ii) x2 − 3 iii) 3 − |x| iv) (x + 2)2 − 1

v) x2 − 6x + 12 vi) |x − 2| vii) |x − 2| + 3 viii) 2x2 − 8x + 5

1
ix) 2 [x] x) [ x2 ] xi) x − [x] xii) 3 − x2

√ √ 1 √
xiii) x−2 xiv) 4−x xv) xvi) x2 − 4
x−2

√ 1 x2
xvii) 9 − x2 xviii) 2
xix)
x −9 x2 + 1

13
3 Domain and Range 14

Activity 3.2 Rational Functions

Procedure:
x2 − 4
• Draw the graph of the function . What is
x−2
the domain of this function?
To open Graphics 2 go to View
• On Graphics 2, draw the graph of the function → Graphics 2
g(x) = x + 2

Observe the graphs of f and g. Are they one and the same? Does it mean that f = g
• Create a slider a
• In Graphics View, plot the point A(a, f (a)) and in Graphics 2 plot B(a, g(a))

• Change the value of a. We can see that the points move along the graphs.

What happens to the points when a reaches 2 ? What do we infer? comment on it.

Activity 3.3 Piecewise Functions

Procedure:

The If command in GeoGebra

• We can draw the graphs of functions with restricted
has the following
domains using If command.
For example If[c,f]
If[-1<=x<=2,x^2] gives the function f (x) = x2 in
[−1, 2] gives the function f only for
(We can also use the Function commad. the values of x satisfying the
Function[x^2,-1,2]) gives the same function. condition c.

If[x<=2,x^2,x>2,2x]
( gives the function If[c,f,g]
x2 if x ≤ 2
f (x) = gives the function f for the val-
2x if x > 2
ues of x satisfying the condition
c and g for all other values of x.

Observe the graphs of the following functions and find their domain and range
(
x2 if x ≤ 2 4. f (x) = x2 in [−2, 1]
1. f (x) =
2x + 1 if x > 2 5. f (x) = x3 in [−2, 2]
(
x3 if x ≤ 0 1
2. f (x) = 6. f (x) = in [−1, 2]
x2 + 1 if x > 0 x
(
x2 + 2 if x < 0
3. f (x) =
−x2 − 2 if x > 0

IT Maths Lab Manual

3 Domain and Range 15

Identify the functions and try to draw the graphs given in the figures.

Additional Activities

Activity 3.A Leaking Tank

A tank holds 50 gallons of water. There is a leak at the bottom of the tank through which water
is draining out.

If it takes 20 minutes to completely drain out the water, the volume of water in gallons remaining
in the tank at any time t (minutes) is given by Toricelli’s law as
 2
t
V (t) = 50 1 − 0 ≤ t ≤ 20
20

Find the volume of water in the tank at times 0,5,10,15 and 20 minutes

What is the domain and range of this function ?

IT Maths Lab Manual

3 Domain and Range 16

Activity 3.B The Volume of a Box

An open box is to be made from a cardboard of size 5 m by 3 m by cutting out squares of equal size
from all the four corners of the cardboard and folding up the sides as shown in the figure below.

• let x represents the length of the square cut away from the cardboard

Write the volume of the box as a function of x

• Plot the graph of this function

What is the domain of this function ?

What is the range of this function ?

Find the maximum volume of the box. What should be the side of the square to be
cut away to get the box of maximum volume ?

Activity 3.C Some Familiar Graphs from Physics

Observe the following graphs, describe the physical situations involved in the depiction of the
graphs. Try to draw the graphs.

IT Maths Lab Manual

3 Domain and Range 17

Activity 3.D Domain and Range of Relations

Procedure:

Guess the domain and range of the following relations.

1. R1 = {(x, y) : x, y ∈ R, x2 + y 2 = 4} (Input: x^2+y^2=4)

2. R2 = {(x, y) : x, y ∈ R, x2 + y 2 ≤ 4} (Input: x^2+y^2<=4)

3. R3 = {(x, y) : x, y ∈ R, x2 + y 2 ≥ 4} (Input: x^2+y^2>=4)

4. R4 = {(x, y) : y ≤ x2 + 2} (Input: y<=x^2+2)
5. R5 = {(x, y) : y ≥ x2 + 2} (Input: y>=x^2+2)

Draw the regions represented by these relations on the set of real numbers R. Find their
domain and range and verify your answer

IT Maths Lab Manual

Lab 4

Trigonometric Functions

Aim

• To create an applet to find the values of trigonometric functions and plot their graphs
• To establish some behaviours of trigonometric functions in different quadrants
Concepts

• Concept of circular functions

• Graph of the function f is a collection of points of the form (a, f (a)) for all values of a in its
domain
Discussion

If a point is rotated from (1, 0) along the unit circle centred at the origin, by an angle x radians,
the x and y coordinates of the point represent cos x and sin x respectively. We define all other
trigonometric functions in terms of cos x and sin x. We use this idea to construct our applet.

Activity 4.1 Values of Trigonometric Functions

Procedure:
Open a new GeoGebra window, do some initial settings as follows
Options→ Advanced → Angle unit → Radian
• Plot the point O(0, 0) (input O=(0,0))
• Draw a unit circle centred at the origin O • To set the animation of
• Plot the point A(1, 0) (input A=(1,0)) a slider as increasing,
right click on the slider
• Create a number slider a with min = -10 , max = 10 and in the object proper-
and increment 0.01. While creating the slider, set its ties, select increasing op-
animation as increasing tion from the repeat drop-
down menu
• Plot another point A0 such that ∠ AOA0 = a radian
• To create an angle AOA0
• Rename the point A0 as P (right click → Rename ) with measurement a, use
• Show the coordinates of P Angle with given Size tool,
click on A, O and then
• Join OP using a line segment give a as the angle in the
box
• Create an input box for the slider a.

18
4 Trigonometric Functions 19

Animate the slider, observe the coordinates of the point P , hence find the domain and range
of sin x and cos x
Find the values of sin x and cos x for the given values of x

π π π π
x 3 4 6 2 0.3 0.6 2 -1.5 -3.1 7.5
sin x
cos x

For giving π in the input box, input: pi

Identify the values of x for which sin x and cos x become 0, 1, -1

• Save this file as Activity 4.1

Activity 4.2 Graphs of Trigonometric Functions - 1

Procedure:
• We can see the path of the point using
locus tool also. To get the path, take the
• Save file Activity 4.1 as Activity 4.2 locus tool, click on the point and on the
using save as option slider
• Open Graphics 2 [view → Graphics 2] • For analysing the graphs of trigonometric
• Plot the point B(a, y(P )). [y(P ) gives functions, it is more convenient to mark
the y coordinate of P ] · · · − π2 , 0, π2 · · · on the x axis instead of
· · · − 1, 0, 1 · · ·
• Give trace to this point and animate (For this right click on the Graphics 2.
the slider Go to Object Properties Change the x
Axis distance to π2 )
Observe the path of this point.
What does this path represent? • We can draw the graphs of sin x and cos x
using input commands sin(x) and cos(x).
• Save the file.

IT Maths Lab Manual

4 Trigonometric Functions 20

Activity 4.3 Graphs of Trigonometric Functions - 2

Procedure:
• Open Activity 4.2 and save as Activity 4.3 using save as option
• Create an input box for the point B

• Change the definition of B as (a, x(P ))

Observe the path of this point

What does this path represent?

1 y(P )
Redefine B as (a, y(P ) ) and (a, x(P ) ), observe the path of P and identify the functions.

What should be the definition of B for getting the graphs of sec x and cot x?

Observe the values of trigonometric functions, write their domain, range and complete
the following table.

0, π2 π
π, 3π 3π





Function 2,π 2 2 , 2π

Positive
sin x
Increasing
from 0 to 1

cos x

tan x
Increasing
from 0 to ∞

sec x

cot x

cosec x

IT Maths Lab Manual

4 Trigonometric Functions 21

Additional Activities

Activity 4.A k sin(x)

Discussion :
We construct an applet similar to that in Activity 4.1, using which we describe the functions
k sin(x), k cos(x) etc. for different values of k.
Procedure :
Do the initial settings as in Activity 4.1
• Create two sliders, k with Min = 0 and a with Min = -10 , Max = 10 and increment 0.01.
While creating the slider a, set its animation as increasing
• Draw a circle of radius k centered at the origin O(0, 0)

• Plot the point A(k, 0)

• Plot another point A0 such that ∠ AOA0 = a radian
• Rename the point A0 as P

• Show the coordinates of P

• Join OP using a line segment

What does the coordinates of the point P represent ?

Find the domain and range of k sin(x) and k cos(x) for different values of k
• Open Graphics 2 and plot the graphs of k sin(x) and k cos(x) as we done in Activity 4.2.

• Save this file as Activity 4.A

Activity 4.B k sin(2x)

Discussion :
We construct an applet using which we describe the functions k sin(2x), k cos(2x) etc.
Procedure :
• Open Activity 4.A and save it as Activity 4.B
• Edit the rotation of P as 2a ( Double click and edit as Rotate(A,2a,O) )

What does the coordinates of the point P represent ?

• Open Graphics 2 and plot the graphs of k sin(2x) and k cos(2x)
• Create an applet to describe k sin(ax) and k cos(ax), for different values of k and a

IT Maths Lab Manual

Lab 5

Trigonometric Identities

Aim
• To construct

applets to establish the relation among various trigonometric functions like
sin nπ
2 ± x with sin x , cos x etc.

• To confirm the findings geometrically

Concepts
• Trigonometric functions are defined by means of coordinates of a point on the unit circle
centred at origin

• Concept of congruent triangles

Discussion

Similar to the applet constructed in Lab 4 we construct two points on the unit circle centred
at the origin. One point P has a rotation of x radians from (1, 0) and the second point Q has
a rotation of nπ2 + x. Comparing the coordinates of P and Q we establish the relation between
sin( nπ
2 + x), cos( nπ nπ
2 + x), tan( 2 + x) with sin x, cos x, tan x etc. for different integral values of n.
We repeat the activity by changing the rotation of Q as nπ 2 − x.

Activity 5.1 sin( nπ

2
+ x)

Procedure:
• As in Activity 4.1, draw a unit circle centred at the
origin. (With the same initial settings as in Activity
4.1)
• Take a point A(1, 0). Create a slider a with
min = 0 and plot the point P on the circle such that
∠ AOP = a

• Create an integer slider n with minimum 1 and max-

imum 8
• Plot another point Q on the circle such that
∠ AOQ = nπ 2 + a (Using Angle with Given Size
tool; click on A and O in that order and give n*pi/2+a
in the box provided for entering the angle. We get a
new point A0 , rename it as Q )

22
5 Trigonometric Identities 23

For different values of a, observe the coordinates of P and Q and complete the following
table.

Sl.No a sin a cos a sin( π2 + a) cos( π2 +a) sin(π + a) cos(π + a) sin( 3π cos( 3π
2 + a)
2 +a)

Establish the relation between sin( nπ nπ

2 + x), cos( 2 + x), sin x and cos x for different values
of n
Do you observe any peculiarity for even and odd values of n ?

What is the relation between tan( nπ

2 + x) and tan x ?

• Save this file as Activity 5.1

Activity 5.2 sin( nπ

2
− x)

Procedure:

• As in Activity 5.1, draw a unit circle centred at the

origin. Plot points A and P .

• While plotting Q, give angle as n*pi/2-a

• Show the coordinates of P and Q
(Or you can edit the applet of Activity 5.1 as follows-
Open the applet, using save as option from file menu,
save the applet as Activity 5.2. Then double click on
Q and change the angle as n*pi/2-a)

For different values of a, observe the coordinates of P and Q and complete the following
table.

sin( π2 − a) cos( π2 −a) sin(π − a) cos(π − a) sin( 3π cos( 3π

2 − a)
Sl.No a sin a cos a 2 −a)

IT Maths Lab Manual

5 Trigonometric Identities 24

Establish the relation between sin( nπ nπ

2 − x), cos( 2 − x), sin x and cos x for different values
of n
Do you observe any peculiarity for even and odd values of n ?

What is the relation between tan( nπ

2 − x) and tan x

• Save this file as Activity 5.2

Activity 5.3 Geometrical Proof

Procedure:
Use Applet ML 5.3
About the applet:
Using the slider x we can rotate the point P by an angle x
along the unit circle.
Using the buttons, we can select the rotation of the point
Q as π + x, π − x, π2 + x etc.

With the help of this applet, try to give a geometrical

proof of the result that we found on activities Activity 5.1
and Activity 5.2 (Hint:Use properties of congruent trianges)

Additional Activities

Activity 5.A cos(x + y)

Discussion :
Using an applet we prove the result
cos(x + y) = cos(x) cos(y) − sin(x) sin(y)
Procedure :
Use Applet ML 5.A
About the applet
By moving the slider n from 1 to 7 we get a step
by step construction of the given figure.

Using congruence of triangles prove the

result
cos(x + y) = cos(x) cos(y) − sin(x) sin(y)

IT Maths Lab Manual

5 Trigonometric Identities 25

Activity 5.B Simple Harmonic Motion

Discussion :
Simple Harmonic Motion (SHM) is a periodic function for which the displacement is a sinusoidal
function of time (displacement can be expressed as a function of sine or cosine ). The equation

x(t) = A cos(ωt + φ)
represents an SHM with amplitude A , angular frequency ω and initial phase φ. We can identify
an SHM as a projection of a uniforn circular motion on a straight line.
Procedure :
• Make the initial settings as in Activity 4.1
• Create sliders A, ω with Min = 0 and Max = 10, φ and t with Min = 0, Max = 50, Increment
0.01.

• Draw a circle of radius A centred at the origin and plot the point O(0, 0).
• Plot the point B(A, 0)
• Plot the point B 0 such that ∠ BOB 0 = φ radian

• Plot the point B 00 such that ∠ B 0 OB 00 = ωt radian. (Now the rotation of B 00 from B is
ωt + φ).
• Draw OB 00
• Draw a perpendicular from B 00 to x axis and plot the point of intersection C. Hide the
perpendicular line and draw B 00 C with a line segment.

• By animating the slider t, we can see that the point C moves in SHM along the x axis.

Write x coordinates C in terms of A, ω, φ and t.

What is the x coordinate of C when t = 0 ?

If x represents the displacement of the point C from the origin at time t, write its
equation of motion.

IT Maths Lab Manual

Lab 6

Solutions of Trigonometric
Equations

Aim

• To use graphs of trigonometric functions to find solutions of trigonometric equations.

Concepts

• Principal and general solutions of Trigonometric Equations

Discussion

The point at which the graph of the function f (x) meets the x axis gives the solutions of the
equation f (x) = 0.

The solutions of f (x) = a are given by the x coordinates of the points of intersection of the
curves y = f (x) and y = a or the x coordinates of the points of intersection of the curve y = f (x)−a
with the x axis. For the convenience of finding the x coordinate, we use the second method.

Activity 6.1 Solution of sin x = a

Procedure:

• Initial settings - to change the distance marking on the x axis

Create an integer slider n, with min=1. Right click anywhere on the graphics view
Graphics → x axis → distance → Type pi/n in the box

• Create a slider a with increment 0.01

• Draw the graph of f (x) = sin x − a

• The points at which this graph cuts or touches the x axis gives the solution of the equation
sin x = a

Set a = 0 and find the solutions of the equation sin x = 0

Gradually increase the value of a, and observe how the above points deviate from
multiples of π

26
6 Solutions of trigonometric equations 27

• Create an input box for f

Find the principal and general solutions of the equations given in the following table.
If needed, you can change the distance on the x axis using the slider n. (Use input box of f
to change the function).

Sl. No Trig. Equation Principal Solutions General Solution

1
1 sin x = 2
√
3
2 sin x = 2
3 sin x = −12
4 sin 2x = 12
√
5 sin 3x = − 23
6 sin x = √21
√
7 sin( x3 ) = 32

Activity 6.2 Solution of cos x = a

Procedure:

• In the above applet, change the function to cos x − a

By observing the points at which the graph cuts or touches the x axis, find the principal
and general solutions of the equations given in the following table.

Sl. No Trig. Equation Principal Solutions General Solution

1
1 cos x = 2
√
3
2 cos x = 2
−1
3 cos x = 2
4 cos 2x = 12
√
5 cos 3x = − 23
6 cos( x2 ) = √21
7 cos( x3 ) = 12

IT Maths Lab Manual

6 Solutions of trigonometric equations 28

Activity 6.3 Solution of tan x = a

Procedure:

Using the above applet, find the principal and general solutions of the following equations.

Sl. No Trig. Equation Principal Solutions General Solution

1 tan x = 1
√
2 tan x = 3
3 tan 2x = √1
3
4 tan 3x = −1
√
5 tan x = − 3
√
6 tan( x2 ) = − 3
√
7 tan( x4 ) = 3

Save the applet as Activity 6.3

Activity 6.4 Solution of trigonometric equations in general

Procedure:
• Create an integer slider n
π
• Change the distance mark on the x axis as
n
• Input f (x) = sin x and g(x) = cos x

• Create input boxes for f and g.

• Using the input command f-g, draw the graph of
f (x) − g(x).
• Hide the graphs of f and g

Observe the points of intersection of the graph of f (x) − g(x) with the x axis, which gives
the solution of the equation f (x) = g(x). Hence find the principal and general solutions of the
following equations (To confirm your answer, you may change the distance on the x axis using
slider n)

Sl. No Trig. Equation Principal Solutions General Solution

1 sin x = cos x
2 sin 2x = cos x
3 cos 2x = sin x
4 cos 2x = cos x
5 sin 2x + cos x = 0
6 sin 2x + sin 3x = 0

IT Maths Lab Manual

Lab 7

Shifting and scaling of graphs of

Trigonometric Functions

Aim

• To study the effect of the constants a, b and c of the trigonometric function a sin(bx + c) on
the graph of the function.

• To study the periodicity of trigonometric functions.

Concepts

• Graphs of trigonometric functions

• Periodicity of trigonometric functions

Discussion

We have already seen the translation and reflection of the graph of a function according to some
changes in the definition of the function. Here we discuss the scaling of the graph of trigonometric
functions along with translation and reflection. These concepts will be useful in the study of waves
in Physics.

Activity 7.1 Shifting

Procedure:
• Change the distance on the x axis in terms
of π. A function f for which there exist a real
number a such that f (x+a) = f (x), for all
• Draw the graph of f (x) = sin x. x is called a periodic function. The small-
• Create a number slider a with min = -10, est positive number satisfying this identity
max = 10 and increment 0.01 is called the period of f .

• Draw the graph of sin(x + a) (By giving input f (x + a))

Find the minimum positive value of a, for which sin(x + a) = sin x

(This value of a is called period of sin x)

Observe the change in the graph according to a. (Refer Activity 2.2)

29
7 Shifting and Scaling 30

• Set the value of slider a at 0

• Draw the graph of cos x
• Move the slider a and compare the graphs
of sin(x + a) and cos x.

Can you predict the value of a for which the graph of sin(x + a) coincides with
that of cos x ?
• Draw the graphs of the following functions (Set-1)
1) sin( π2 − x) 2) sin( π2 + x) 3) sin(π − x) 4) sin(π + x)
5) sin( 3π
2 − x) 6) sin( 3π
2 + x) 7) sin(2π − x) 8) sin(2π + x)
• Also draw the graphs of sin x, − sin x, cos x, and − cos x (Set-2)

Compare the graphs of functions in Set-1 with the graphs of functions in Set-2 and
note down the observations in the following table
Sl. Reduced form
Trig. Function
No
1 sin( π2 − x)
2 sin( π2 + x)
3 sin(π − x) You can hide or show
graphs (or any object)
4 sin(π + x) by clicking on the bul-
sin( 3π lets in the Algebra
5 2 − x)
view
6 sin( 3π
2 + x)
7 sin(2π − x)
8 sin(2π + x)

• Draw the graphs of the following functions (Set-3)

1) cos( π2 − x) 2) cos( π2 + x) 3) cos(π − x) 4) cos(π + x)
5) cos( 3π
2 − x) 6) cos( 3π
2 + x) 7) cos(2π − x) 8) cos(2π + x)

Compare the graphs of functions in Set-3 with the graphs of functions in Set-2 and
note down the observations in the following table

Sl. Reduced form

Trig. Function
No
1 cos( π2 − x)
2 cos( π2 + x)
3 cos(π − x)
4 cos(π + x)
5 cos( 3π
2 − x)
6 cos( 3π
2 + x)
7 cos(2π − x)
8 cos(2π + x)

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7 Shifting and Scaling 31

Activity 7.2 Scaling

Procedure:

• Draw the graph of f (x) = sin x

• Create a slider a
• Draw the graph of a sin x (By giving input a ∗ f )

Observe the change in the graph according to a

How does the value of a affect the domain and range of the function af

• Change the function f to cos x

Repeat the above observations and make notes

Activity 7.3 Periods of Trigonometric Functions

Procedure:
• Draw the graph of f (x) = sin x
• Create an integer slider n

• Draw the graph of sin(nx) (By giving input f (nx))

Observe the change in the graph according

to n From the graph of sin x, we can
see that its period is 2π. Ob-
Write the periods of the following functions serve the graph of sin x in the in-
tervals [0, 2π], [2π, 4π], [4π, 6π]
1) sin 2x 2) sin 3x 3) sin 5x etc. We realise that the por-
tions of the graph are identical
If n is a positive integer, what is the period of in these intervals. Note that
sin nx these intervals are of length 2π.
We can also observe that the
• Draw the graph of sin( nx ) (Hide all other graphs and
portions of the graph are not
input f(x/n))
identical in any adjacent inter-
vals with length less than 2π
Identify the periods of sin( x2 ), sin( x3 ), sin( x4 )
etc.
• Change the function f to cos x

Repeat the above observations and make notes

IT Maths Lab Manual

7 Shifting and Scaling 32

Activity 7.4 Shifting and Scaling

Procedure:

• Draw the graph of f (x) = sin x

• Create three sliders a,b and c

• Draw the graph of a sin(bx + c) (By giving input

a*f(b*x+c))

Observe the changes in the graph according to

the changes in the values of the sliders

• Change the function f to cos x

Repeat the above observations and make notes

Additional Activities

Activity 7.A Waves

Discussion :
This activity is related to the topic ‘Waves’ in Physics. A wave, when viewed mathematically is a
function of the displacement x from the origin and time t and is expressed as

f (x, t) = a sin(kx ± ωt)

where a is the amplitude of the wave, ω is the frequency of the wave and k is a scaling factor. In
this activity we explore the geometrical nature of a wave by making use of the wave equation.
Procedure:

• Create four sliders a,k,ω,t all with min=0 and max=10, 500, 10 and 100 respectively.
• Draw the graph of f (x) = a sin(kx − ωt)

• Animate t, to get a propagating wave with amplitude a

• Draw the graph of g(x) = a sin(kx + ωt)
• Compare the waves f and g. What do you observe?
• Input f + g which gives the resultant of the above waves, which is a standing wave. (You
may learn more about waves in Physics class.)
• Change the values of k, ω and t and observe the changes and make notes.

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7 Shifting and Scaling 33

Activity 7.B Music and Maths

Discussion :
Being a wave, sound can be represented in terms of trigonometric functions. Using GeoGebra we
can produce sound of required frequency and amplitude.
Procedure:

• Create a slider a with minimum value 0 and maximum value 5

• Create an integer slider n with minimum value 0 and maximum value 1500
• Draw the graph of f (x) = a sin(n.2πx). We get a sine wave of amplitude a and frequency n.
(You may learn more about sound in Physics class.)
• You can play the corresponding sound using PlaySound command. For this, create a button
with caption Play (Take the Button tool and click on the Graphics View)
Write the command as PlaySound[f,0,100] in the Scripting tab.
(Which means, on clicking the button, it will play the pure sine tone of frequency n corre-
sponding to the function f between 0 to 100).
To stop the sound, take another button with caption Stop and write the script as PlaySound[False].
Clicking on the button will stop playing the sound
• Change the value of a, and observe the difference in the sound
• Change the value of n and observe the change in frequency of the sound. (You can verify
the frequency of sound using a pitch analyser which is available in smart phones as mobile
app.)

Activity 7.C Harmonic Sounds

Discussion :
In this activity we explore the superposition property of waves. This is achieved by adding two
or more functions representing waves. We also discuss beats, which is observed when two sound
waves of close frequency are superimposed. Similarly we discuss harmonic sounds, sounds whose
frequency is an integer multiple of a fundamental frequency.
Procedure:
• Create two sliders a and b with minimum value 0 and maximum value 5
• Create two integer sliders m and n with minimum value 1 and maximum value 1500

• Input two functions f (x) = a sin(n.2πx) and g(x) = b sin(m.2πx)

• Create the function h = f + g
• Create 4 buttons with captions Sound 1, Sound 2, Resultant and Stop with scripts as follows
Sound 1 → PlaySound[f,0,100]
Sound 2 → PlaySound[g,0,100]
Resultant → PlaySound[h,0,100]
Stop → PlaySound[False]

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7 Shifting and Scaling 34

Set m = n = 250. Then Sound 1, Sound 2 and Resultant will play sounds of the same
frequency

Set m = 250, n = 251. While playing Resultant, we experience a beat sound of

frequency 1 (We can experience the beat sound of frequency 1 with any two frequencies of
numerical difference 1)

Set m = 250, n = 252. While playing Resultant, we experience a beat sound of

frequency 2

Set m = 250, n = 500 (or any integer multiple of 250) and play the resultant sound.
Pitch analyser will show the frequency as 250. These two sounds are said to be harmonic.
You can repeat this exercise for any number of sounds.

Activity 7.D Blood Pressure

Each time your heart beats, your blood pressure first increases and then reduces as the heart
rests between beats. The maximum and minimum blood pressures are called systolic and diastolic
pressures respectively. Your blood pressure reading is written as systolic/diastolic. A reading of
120/80 is considered as normal.
A certain person’s blood pressure was written as

p(t) = 115 + 25 sin(160πt)

where p(t) is the pressure in mm of mercury at time t measured in minutes.

• Draw the graph of this function

Find the period of this function

How many times does his heart beat per minute?

Is this person’s blood pressure normal?

IT Maths Lab Manual

Lab 8

Straight lines

Aim

• To establish the role of coefficients and constant in the general equation of a straight line
• To explore geometrically the Normal form of a straight line
• To explore geometrically a family of straight lines
Concepts

• General equation of a straight line

• Family of straight lines
• Normal form of a straight line
Discussion

A straight line is represented as ax + by + c = 0 where a,b and c are constants. If c is changed,

while keeping a and b fixed, the straight line will change in a particular manner. Similar situations
are encountered with other constants. In this activity we explore the variations in the coefficients
and constant and its effect in the geometry of straight line.

All the above mentioned activities will result in a set of straight lines having a common prop-
erty. This set is called a family of straight lines.

We also discuss the family of straight lines passing through a point of intersection of given lines.

Activity 8.1 General Form of Straight Lines

Procedure:

• Create three sliders a,b and c

• Draw the line ax + by + c = 0
• Change the values of a,b and c

What happens to the line if

(i) a = 0 (ii) b = 0 (iii) c = 0
(iv) a = b (v) a = -b

35
8 Straight Lines 36

Make the following changes and observe the corresponding changes in the line (Trace
option of the line may be used).

1. Change a alone
2. Change b alone

3. Change c alone

Activity 8.2 Intersection of Two Lines

Procedure:

• Draw two lines say, 3x − 2y + 4 = 0 and 2x + 5y − 6 = 0

• Create a slider k

• Input the equation 3x − 2y + 4 + k(2x + 5y − 6) = 0

It represents a line (why?)

Change the value of k. Observe how the third line changes

For what value of k, the third line coincides with the first line?

For what value of k, the third line coincides with the second line?

• Edit the equations of the first two lines so that they are parallel

What happens to the third line for different values of k

Activity 8.3 Normal Form

Procedure:

• To find the normal form of a line geometrically, draw

the line and the perpendicular from the origin to the
line (use Perpendicular Line tool).

• Mark the point of intersection of the perpendicular

with the line.
• Hide the perpendicular line and draw a line segment
from the origin to the line.

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8 Straight Lines 37

• Show the length of

the perpendicular
Using Angle tool we can show the angle in the following ways
and the angle made
by it with the • Click on the positive direction of x axis and then on the
positive direction of line segment. (Make sure that the line segment has been
the x axis. drawn starting from the origin, otherwise we won’t get
the required angle).
• Create an input box
for the line • Take a point - say C - on the positive direction of the x
axis. Using the tool click on C, the origin and the point
• Save the applet as
of intersection in that order. Hide C
Activity 8.3

Using this applet, write the normal form of the following lines
√
1. x − 3y − 8 = 0
2. x − y − 2 = 0
√
3. 3x − y + 8 = 0
4. 2x − 3y + 4 = 0

5. x + y = 5
6. 5x + 2y + 3 = 0

Write the equation of the lines in normal form for different values of ω and p (p is the dis-
tance of the line from the origin and ω is the angle made by the normal with the positive direction
of x axis). Verify your answer using the above applet

Sl.No Value of ω Value of p Equation of the line

◦
1 0 3
√
3x y
2 30◦ 4 + =4
2 2
3 30◦ 5
◦
4 60 2
5 90◦ 4
6 120◦ 4
◦
7 150 4

IT Maths Lab Manual

8 Straight Lines 38

Activity 8.4 Shifting of Origin

Procedure:
• Use the Applet ML 8.4
About the applet:

– You can click and drag at the

origin to shift the axes.

– You can change the curve and

the origin using corresponding
input boxes

– You can see the transformed

equation using check box

Shift the origin, parallel to the x axis or y axis and observe the changes in the new equation
of the circle

What should be the new origin to get the transformed equation as x2 + y 2 = 4. Guess the
answer and check it.

Find the transformed equation, if the origin is shifted to the point (1, 3). Check the answer.

IT Maths Lab Manual

Lab 9

Conic Sections

Aim
• To show conics as the section of a cone as well as the locus of a point

Concepts
• Cone and its section by a plane
• Locus of a point
Discussion

Conic sections are curves obtained by the intersection of a double cone by a plane. The angle
at which the plane cuts the cone determines the curve. The semi vertical angle of the cone, the
position at which the plane cuts the cone etc.. will determine the shape of the curve.

We treat the curves as the locus of a point moving on a plane subjected to certain constraints.

Activity 9.1 Cutting of a Cone by a Plane

Use the Applet ML 9.1

About the applet:

In this applet we can see 3 open windows. Graphics 2 , 3D Graphics and the third one is View
of plane d

39
9 Conic Sections 40

Graphics 2

• There are three sliders and two Check Boxes here.

• Using slider α we can change the semi vertical angle of the cone.
• Using slider β we can tilt the plane
• Using slider ‘Position of the plane’ we can change the position of the plane.

• Using the Check Boxes we can show or hide the cone and the plane.
3D graphics

We can see the 3D view here, using Rotate 3D graphics View tool, we can rotate the entire
view to see it from a convenient angle.

View of plane d

We can see the curve, obtained by intersecting the cone with the plane.
Procedure:

Change the value of β for a fixed α. Observe the curves for different values of β.
α Curve β
◦
Circle 90
◦ Parabola 25◦
25
Ellipse 25◦ < β < 90◦
Hyperbola
Circle
Parabola
30◦
Ellipse
Hyperbola
Circle
Parabola
45◦
Ellipse
Hyperbola
Circle
Parabola
50◦
Ellipse
Hyperbola

For what values of β do we get the curves - circle, ellipse, parabola and hyperbola?

Change the position of the plane and observe the corresponding change in the shape of the
curves

Change α and observe corresponding change in the curves.

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9 Conic Sections 41

Activity 9.2 Locus of a point moving equidistant from two given points

Procedure:
• Plot two points A and B and join them (using
Segment tool)
• Create a number slider a with min=0 and max=10
• Draw circles of radius a centred at A and B

• Plot the points of intersection of the circles and give

trace of these points. ( If necessary we can change the
values of the slider so that the circles intersect each
other )

• Give animation to the slider a

Observe the path of the moving point. Describe

the path.

• Save this file as Activity 9.2

Adjust the increment of the slider as 0.01 or less to get a continuous

path. If we use Shift key together with the arrow keys to move the
slider, it will decrease the speed of the slider by one tenth. If we use
Ctrl key, speed will be increased 10 times

Activity 9.3 Locus of a point the sum of whose distances from two given points is a
constant
Procedure:
• As in Activity 9.2, create a slider a
We can create this applet by
• Plot two points A and B and join them. editing the radius of the circle
• Draw a circle of radius a centred at A and another centred at B of the previous ap-
circle of radius 10 − a centred at B plet Activity 9.2

• Plot the points of intersection of the circles and give

trace of these points.
• Give animation to the slider a
• Observe the path of the moving points. Identify the
curve traced.
(We can show the path of the moving point using
Locus tool. For this, take the Locus tool, click on
one of the points of intersection and on the slider.
Similarly click on the other point of intersection and
on the slider )

Change the distance between A and B and observe the change in the shape of the curve

What happens to the curve when B approaches nearer and nearer to A?

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9 Conic Sections 42

What is the maximum possible distance between A and B to get a path?

Activity 9.4 Locus of a point the difference of whose distances from two given points
is a constant
Procedure:
• As in Activity 9.2, Create a slider a
• Plot two points A and B
• Draw a circle of radius a centred at A and another
circle of radius a + 4 centred at B
• Plot the points of intersection of the circles and give
their trace.
• Give animation to the slider a

• Draw another set of circles of radius a centred at B

and of radius a + 4 centred at A
• Plot the points of intersection of these circles and give their trace.

• Give animation to the slider a

Observe the path of the moving points. Identify the curve traced.
(Here also we can use the Locus tool as in Activity 9.3)

Activity 9.5 Locus of a point equidistant from a fixed point and a fixed line

Procedure:
• Draw a line and plot a point C outside the line.
• Draw perpendicular to the line through C.
• Plot the point of intersection D of the line with its
perpendicular.

• Create a slider a with min = 0, max = 15 and incre-

ment 0.01
• Draw a circle of radius a centred at D and plot its
point of intersection E with the perpendicular line.

• Draw a line through E and parallel to the first line.

• Draw a circle of radius a centred at C and plot its points of intersection with the last line
drawn. Trace on these points.
• Give animation to the slider a

Observe the path of the moving points. Identify the curve traced.
• Draw the path using Locus tool

Change the distance between the point and the first line and observe the change in
the shape of the curve

IT Maths Lab Manual

9 Conic Sections 43

Additional Activities

Activity 9.A Focus - Directrix Definition

Discussion :

We discuss Parabola, Ellipse and Hyperbola as the locus of a point moving on a plane, keeping a
specific ratio of distance from a fixed line and a fixed point.
Procedure :
• Create two sliders a, with min = 0 , max = 10 and
increment 0.01 and b with min = 0 , max = 5 and
increment 0.01
• Draw the line x = 0 and plot a point A on the positive
side of the x axis.

• Draw the lines x = a and x = −a

• Draw a circle of radius ab centred at A.
• Plot the point of intersection of the circle with the
lines x = a and x = −a ( If necessary, you can change
the values of the sliders, so that the circle meets the
lines).
• Trace the points of intersection
• Hide the axes, Set b=1 and animate slider a

Observe the path of the points. Can you identify the curve ?
• Using Locus tool, draw the path of the points.

Change the value of b and observe the path. Can you identify the curves for different
values of b ?

Try to define parabola, ellipse and hyperbola in terms of distances from a fixed line
and a fixed point.

Activity 9.B Apollonius Circles

Discussion :
We discuss the locus of a point moving on a plane, keeping a specific ratio of distance from two
fixed points.

Procedure :
• Create two sliders a and r with Min = 0 and increment 0.01. Create an input box for a.
• Plot two points A and B and join them
• Draw a circle of radius r centered at A and another circle of radius ar centered at B

IT Maths Lab Manual

9 Conic Sections 44

• Plot the point of intersections of the circles and trace them. Find the locus of the points
using Locus tool.

Observe the path for different values of a

Can you connect this with internal and external division of a line ?

IT Maths Lab Manual

Lab 10

Circle and Parabola

Aim
• To explore different methods of drawing Circles and Parabolas using GeoGebra tools and
commands.

Concepts
• Definitions of Circle and Parabola
• Equations of Circle and Parabola

Discussion

Different tools and commands are available with GeoGebra for drawing Conic Sections accord-
ing to the given data. To draw a given curve using a specific tool or command, the curve may be
interpreted in a different form other than the given one. This needs a thorough knowledge about
the curve.

We visualise some problems in Circles and Parabolas. We also discuss the change in the curve
according to the constant in the standard equation of the Parabola.

Activity 10.1 Circle

We can draw a circle in different ways

• Centre and a point on the circle are given

– Using Circle with Centre through Point tool, click on the centre and then on the
point
– Give input in the following manner. Circle(centre point,point)
• Centre and radius are given

– Using Circle with Centre and Radius tool, click on the centre and enter radius.
– Give input in the following manner. Circle(Point,Radius)
• Three points on the circle are given
– Using Circle through 3 Points tool, click on the points
– Give input in the following manner. Circle(Point,Point,Point)
• Input the equation of the circle
For example: (x-1)^2 + (y-2)^2 = 4 gives the circle (x − 1)2 + (y − 2)2 = 4

45
10 Circle and Parabola 46

Find the centre and radius of the following circles. Draw the circle and verify your
answer. You can do it in any of the following ways.

– Draw the circle by direct input of the equation, find its centre and radius. Compare
with your answer.

– Draw the circle using

Circle with Centre and Radius We can find the centre of a circle c using the
tool, using the center and radius input command Center(c) and its radius
that you found. Compare its by the input command Radius(c)
equation with the given equation.

1. (x + 5)2 + (y − 3)2 = 36
2. x2 + y 2 − 4x − 8y − 45 = 0
3. 2x2 + 2y 2 − 8 = 0

Find the equations of the following circles. Input the equations obtained, draw the
circles and verify your answer
1. Centre (-2,3) and radius 4
2. Centre (2,2) and passing through the point (4,5)

Construct the following circles without using Circle through 3 Points tool or input
commands
1. Passing through the points (2,3) and (-1,1) and with centre on the line x − 3y − 11 = 0
2. Passing through the points (1,2) (5,4) and (3,6).
3. If three points are given, how can we find the equation of the circle passing through
them (without using GeoGebra. Hint: above problem)

Activity 10.2 Parabola 1

Procedure:

• Using the tool Parabola select a line and a point to get a parabola with the line as directrix
and the point as focus
• We can also draw a parabola using input command, for example, the input command
Parabola[(2,0),x+2=0] gives the parabola with focus (2, 0) and directrix x + 2 = 0
• If A represents a point and f represents a line then the command Parabola[A,f] gives the
parabola with focus A and directrix f

Draw a line and plot a point. Draw the corresponding parabola. Change the distance
between the line and the point, observe the corresponding change in the shape of the parabola

Find the focus and directrix of the following parabolas. Using Parabola tool, draw them.
Check whether the equation of the parabola that you have drawn is same as the given equation.
i) y 2 = 8x ii) x2 = 4y
iii) x2 = −4y iv) y 2 = −10x

IT Maths Lab Manual

10 Circle and Parabola 47

Activity 10.3 Parabola 2

Procedure:

• By giving the equation of the parabola directly in the input bar, we can draw the parabola

• Create a slider a and give the input y 2 = 4ax and x2 = 4ay

Change the value of a and observe the shape of the parabolas

Find the focus and length of latus rectum of the following parabolas. Verify your
answer geometrically as follows;

Input the equation and draw the parabola. Using focus command (Focus[name of parabola]),
we can find its focus. Draw the line through the focus and perpendicular to the axis of the
parabola. Mark the points of intersection of this line with the parabola and join them with
a line segment. Hide the line and measure the length of the latus rectum.
i) y 2 = 6x ii) x2 = −8y
iii) x2 = 10y iv) y 2 = −4x

Additional Activities

Activity 10.A Family of Circles

Procedure:

• Input the following sequence command and draw the

pattern
Sequence[x^2+y^2=r^2,r,0,3,.1] which gives a
family of circles with centre at the origin and radius
varying from 0 to 3 by an increment 0.1

Imagine the pattern obtained by the following

commands and then draw them
1. Sequence[(x-r)^2+y^2=r^2,r,0,3,.1]
2. Sequence[x^2+(y+r)^2=r^2,r,0,3,.1]

IT Maths Lab Manual

10 Circle and Parabola 48

Draw the following family of circles using sequence command

1. Centres lie on the line y = x, and pass through the

origin
2. Family of 100 circles of radius 3, whose centres lie at
equal distance on the circle of radius 3 centred at the ori-
gin.(Hint: Use the concept of trigonometry-coordinates
of points on a circle)
3. Family of 100 circles, whose centers lie at equidistant
points on the circle of radius 3 centred at the origin and
passing through the point (3, 0)
4. Do the above activity with a slider n to change the num-
ber of circles and another slider a so that all the circles
pass through (a, 0) or (0, a) instead of (3, 0). Change
the value of a and observe the change in the pattern.

Activity 10.B Parabola with Given Focus and Directrix

Aim:
To create a parabola whose focus and directrix are given.
Procedure:
• Plot a point A and draw a line BC using Line tool.
• Take a point D on the line using
Point on Object tool

• Draw the line segment AD and its perpendicular bi-

sector
• Draw the line perpendicular to the first line and pass-
ing through D
• Take the point of intersection E of the above line with
the perpendicular bisector and trace on this point

Animate point D and observe the path of E

IT Maths Lab Manual

Lab 11

Ellipse and Hyperbola

Aim

• To explore different methods of drawing ellipse and hyperbola using GeoGebra tools and
commands.

Concepts

• Definitions of ellipse and hyperbola

• Equations of ellipse and hyperbola

Discussion

As in Lab 10 we use different tools and commands to draw Ellipse and Hyperbola. We need
a thorough knowledge about the curve and its equation for drawing them with a specific tool or
command. Sometimes it may need some calculations also.

Activity 11.1 Ellipse 1

Procedure:
If the foci and a point on the ellipse are known, we can draw it in the following way.

• Using Ellipse tool, select the foci one by one and then a point on the ellipse (or give input
Ellipse[focus,focus,point])

Using Ellipse tool draw the following ellipses

1. Foci (±3, 0), passing through the point (5, 2)

2. Foci (0, ±4) and length of major axis 10
3. Foci (±2, 0) and length of minor axis 5
x2 y2
4. + =1
16 25
5. Using Ellipse tool draw the following ellipses and find the length of the latus rectum
geometrically
(a) Foci (±4, 0), passing through the point (5, 2)
x2 y2
(b) + =1
16 9

49
11 Ellipse and Hyperbola 50

Activity 11.2 Ellipse 2

Procedure:
We can draw an ellipse if we know its foci and length of semi major axis using Ellipse command.
For example, the command Ellipse[(3,0),(-3,0),5] gives the ellipse with foci (±3, 0) and
length of semi major axis 5

Using the above command draw the following ellipses

x2 y2
1. + =1
25 9
2. Foci (0, ±5), passing through the point (2, 6)

Create a slider a. Draw the ellipse using the command, Ellipse[(-a,0),(a,0),5]. Change
the value of a and observe the corresponding change in the shape of the curve.

Activity 11.3 Hyperbola 1

Procedure:
If the foci and a point on the hyperbola are known, we can draw it in the following way.
• Using Hyperbola tool, select the foci one by one and then a point on the hyperbola (or give
input Hyperbola[focus,focus,point]) to get the hyperbola with first the two points as
foci and passing through the third point

Using Hyperbola tool draw the following hyperbolas

1. Foci (±3, 0), passing through the point (5, 2)
2. Foci (0, ±4) and length of transverse axis 6
3. Foci (±3, 0) and length of conjugate axis 5
x2 y2
4. − =1
16 25
5. Using Hyperbola tool draw the following hyperbolas and find the length of the latus
rectum geometrically
(a) Foci (±4, 0), passing through the point (5, 2)
x2 y2
(b) − =1
16 9

Activity 11.4 Hyperbola 2

Procedure:

• We can draw a hyperbola, if we know its foci and length of transverse axis using Hyperbola
command. For example,the command Hyperbola[(3,0),(-3,0),2] gives the hyperbola
with foci (±3, 0) and length of transverse axis 4

Using the above command draw the following hyperbolas

x2 y2
1. − =1
25 9
2. Foci (0, ±5), passing through the point (2, 6)

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11 Ellipse and Hyperbola 51

Additional Activities

Activity 11.A Conic Sections in General

Aim:
To find the focus, directrix and length of the latus rectum of the parabola y = 4x2 − 2x + 5
Procedure:
• Open Applet ML 8.4 and draw the parabola
y = 4x2 − 2x + 5.

• Shift the origin to the vertex of the parabola.

Find the transformed equation of the parabola

Using this, find its focus, directrix, and length

of the latus rectum with respect to the new origin

Find the coordinates of the focus and the equa-

tion of the directrix with respect to the original sys-
tem of axis

Find the equation of the ellipse with foci (-2,3) and (6,3) and passing through (5,5)

Find the equation of the hyperbola with foci (3,6) and (3,0) and passing through
the origin

Activity 11.B Locus of a Point on a Sliding Rod

Aim:
To find the path of a point on a rod of fixed length (say, 6 units) sliding between two coordinate
axes
Procedure:
• Create a slider a with min = −6, max = 6 and incre-
ment = .01
• Plot the point A(a, 0)
• Draw the circle with centre at A and radius 6

• Mark the point of intersection B of this circle with

the y axis.
• Draw the line segment AB
• Hide the circle

• Plot a point C on the line segment and trace on it.

Animate slider a, and observe the path of C

• To get the complete curve, reflect C on the x axis and trace on it
• Using Locus tool, draw the locus of the point C and its reflection

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11 Ellipse and Hyperbola 52

What happens to the path if C is

– Near to A
– Near to B
– At the mid point of AB

IT Maths Lab Manual

Lab 12

Basics of 3D

Aim

• To explore the properties of points on the coordinate axes, coordinate planes and in different
octants.

• To construct Three dimensional objects .

• To explore internal / external division of a line by coordinate planes.

Concepts

• Coordinate axes and coordinate planes

• Coordinates of a point in space

• Octants

• Internal / External division

Discussion

We discuss the properties of points on coordinate axes, coordinate planes and in different oc-
tants. We observe the movement of a point according to the change in its coordinates.

We construct rectangular boxes using the concept of 3D Geometry.

We discuss the method of finding by mere observation whether a coordinate plane divides a
line joining two points internally or externally.

Activity 12.1 Octants

Procedure:
Use the Applet ML 12.1
About the Applet :
In this applet we can see the coordinate axes and coordinate planes.
Name and number of octants are given.
Using Rotate tool, we can rotate it in any direction.

53
12 Basics of 3D 54

Write the coordinates of some points lie on the x axis, y axis, z axis and plot them using
input commands.

Write the coordinates of some points lie on the xy, yz, xz planes and plot them using input
commands.

Write the coordinates of some points lie in the 1st , 3rd , 4th , 7th , 8th octants and plot them
using input commands.

Activity 12.2 Movement of a Point

Procedure:

Use Applet ML 12.2

About the Applet :
This applet is similar to that
we used in the previous activ-
ity. In addition to it, three
sliders x1 , y1 and z1 are given
in the Graphics View.
The point P (x1 , y1 , z1 ) is
given in 3D Graphics. We can
change its position using slid-
ers.

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12 Basics of 3D 55

Move the sliders according to the instructions given. Observe the movements of the
points and complete the following table.
Sl.
Movement and value of sliders Movement of the point
No
1 y1 = 0 , z1 = 0 and move x1 Moves along the x axis
2 y1 and z1 are any constants, move x1
3 x1 and z1 are any constants, move y1
4 y1 and x1 are any constants, move z1
5 z1 = 0, move x1 and y1
6 z1 = 2, move x1 and y1
7 y1 = 0, move x1 and z1
8 y1 any constant, move x1 and z1
9 z1 any constant, move x1 and y1

Activity 12.3 Box

Procedure:

• Open 3D Graphics (View −→ 3D Graphics)

Using Net tool, we can open out
• Do the following initial settings the prism. For this choose
Options −→ Labelling −→ No New Objects Net −→ click on the prism
This generates a slider in the
• In the Graphics View, draw the rectangle (using Graphics View. Moving this
Polygon tool) whose vertices are (−1, 0), (2, 0), (2, 2) slider, we can fold and unfold
and (−1, 2) the prism

• We can see this rectangle in 3D Graphics. Using

Extrude to Prism or Cylinder tool, click on the
rectangle from 3D Graphics, enter 4 as its altitude
and click OK

What are the coordinates of the vertices of the

prism?

Write the coordinates of the vertices of a prism,

so that each vertex lies in different octants. Construct
the prism.

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12 Basics of 3D 56

Activity 12.4 Section of a Line by Coordinate Planes

Procedure:
Use Applet ML 12.4

About the Applet :

In this applet 6 sliders x1 , y1 , z1 and x2 , y2 , z2 are
given.
The line segment AB joining the points
A(x1 , y1 , z1 ) and B(x2 , y2 , z2 ) is also given.
We can change the positions of A and B using
sliders.
We can show/hide the extension of AB using the
Check Box.

Adjust the values of sliders so that the points A and B do not coincide and both lie in the
1st octant

Adjust any one slider so that the yz plane divides the line segment joining the points A and
B internally

Adjust the sliders so that the xy and yz planes divide line segment AB internally

Adjust the sliders so that all the coordinate planes divide AB internally.

Additional Activities

Activity 12.A Construction of a Box by Cutting Squares from Corners and Folding up
the Flaps

In Activity 3.B , we discussed about an open box made from a cardboard of size 5 m by 3 m,
by cutting out squares of equal size from all the four corners of the cardboard and folding up the
sides.

• Create such a box in which we can change the size of the square cut away, with the help of
a slider.

Find the volume of the box using Volume tool

Find the maximum volume of such a box and the length of the square that is to be
cut away from the cardboard in order to get the maximum volume.

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12 Basics of 3D 57

Activity 12.B Platonic Solids

Discussion :
In three-dimensional space, a Platonic solid is a regular, convex polyhedron. It is constructed by
congruent (identical in shape and size) regular (all angles equal and all sides equal) polygonal faces
with same number of faces meeting at each vertex. Only five solids meet this criteria. Tetrahedron,
Cube, Octahedron, Dodecahedron and Icosahedron.

Procedure :

• Cube is the most popular platonic solid. Construct a cube of side 3 units
• Construct a regular tetrahedron of side 3 units
• The polyhedron whose vertices are midpoints of faces of a cube is an Octahedron. Construct
an octahedron of side 3 units. Learn more about Dodecahedron and Icosahedron and try to
construct them.

IT Maths Lab Manual

Lab 13

Limits

Aim
• To explore geometrically the concept of the limit of a function at a point.
Concepts
• Value of a function at a point
• Graph of a function
Discussion

We explore geometrically the concept of limit at a point. We discuss the existence and different
cases of non existence of limit, the nature of the graph at a point where limit exists/does not exist,
the concept of left limit and right limit etc.

We interpret geometrically some standard limits also.

Activity 13.1 Geometrical Interpretation of Limits

Procedure:
Use the Applet ML 13.1

About the applet :

• You can see the graph of a func-

tion f (x), 3 points A, B, P on
the x axis, corresponding points
A1 , B1 , P1 on the graph and A2 ,
B2 , P2 on the y axis
• ‘ NAME ’ Check Box: By click-
ing on it you can show/hide the
names of the points

• ‘ VALUE ’ Check Box: By clicking on it you can show/hide the x coordinates of the points
A, B and P and the y coordinates of the points A2 , B2 and P2
• Slider h: Using this we can bring the points A and B towards P
• Input Box a: To change the position of P
• Input Box f : To change the function

58
13 Limits 59

Initial settings
• f (x) = x2
• a=2

• h=1
• Show the names of the points

Gradually change the value of h from 1 to 0. Observe We can record the value of
the movements of the points. What happens to A2 and B2 points to spreadsheet as fol-
as A and B approaches P ? lows. Open spreadsheet view
−→ Spreadsheet.
Right click on A1 −→ record
Show the values of the points. Set h=1 and gradually
to spreadsheet −→ tick Row
bring it to 0. Observe the values. What happens to the x
limit(10) −→ Close. Similarly
coordinates of the points A and B? What happens to the
record the point B1 to spread-
y coordinates of A2 and B2 ?
sheet.

We can observe that as the x coordinates of A and B approach to 2, the y coordinates of A2 and
B2 approach 4.
If we call the x coordinates of A and B as x, then the y coordinates of A2 and B2 are f (x)
So we observe that as x → 2, f (x) → 4
ie, the limit of f (x) at x = 2 is 4

What happens to the points A, B, A2 and B2 when h = 0 ?

Activity 13.2 Limit of Rational Functions

Procedure:

x2 − 4
• In the above applet, change the function to f (x) =
x−2
• Move the slider h from 1 to 0

What is the limit of this function at x = 2

What happens to the points A2 and B2 when h = 0 (Refer Activity 3.2 )

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13 Limits 60

Activity 13.3 Limit of Piecewise Functions

Procedure:
Using the above applet, discuss the limit of the following functions
(
x2 if x ≤ 2
1. f (x) = at x = 2
2x + 1 if x > 2
(Input If[x<=2,x^2,2x+1] in the Input Box for the
function f )
What happens to f (x) as x approaches to 2 from left and right?
(
x2 if x ≤ 2
2. Change f (x) = and discuss the limit
2x if x > 2
at x = 2
Discuss the existence of limit for the following functions
1
1. f (x) = at x = 0
x
(
1 if x ≤ 0
2. f (x) = at x = 0
2 if x > 0

x − 2
 if x < 0 (Input If[x<0,x-2,x>0,x+2,0]
3. f (x) = 0 if x = 0 at x = 0 Or
If[x<0,x-2,x==0,0,x+2])

x+2 if x > 0

(
x2 − 1 if x ≤ 1
4. f (x) = at x = 1
−x2 − 1 if x > 1

Activity 13.4 Limit of Trigonometric Functions

Procedure:

Plot the graphs of sin x and x in the same graphics

view. Zoom it at the origin. What do you see? What Plot the graphs of x2 , sin(x2 ),
inference do you get from this? sin2 x, tan(x2 ) and tan2 x on the
same Graphics View. Zoom it
at the origin. What do you
Using the applet used in the previous activity,
sin x see? What inference you get
discuss the limit of at x = 0 from this?
x

Activity 13.5 Limit of Exponential and Logarithmic Functions

Procedure:

• Input a=0. We get a slider in the Algebra view. Show it in the Graphics view by clicking on
it
• Draw the graph of the function f (x) = ex − a
• Input y = x to get the line
• Using Reflect about Line tool, click on the graph and on the line, we get the reflection of
the graph of ex on the line y = x, which represents the graph of loge (x)

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13 Limits 61

• Using the slider a, move the graph of f downwards until the line becomes tangent to the
curve

What happens to the reflection ?

What are the definitions of the functions represented by the curves?

• Zoom it at the origin until the three curves seem to be one

What do you infer from this?

Write down some limits using this inference

Additional Activities

Activity 13.A Some more problems

Procedure:

With the help of the applet, discuss the limit of the following functions
f (x) = sin x1 at x = 0


1.

f (x) = x sin x1 at x = 0


2.
Draw the lines y = x and y = −x. Why does the graph of x sin x1 lie between these lines?

f (x) = x2 sin x1 at x = 0


3.
Draw the curves y = x2 and y = −x2 . Discuss the existence of the limit of x2 sin x1 at 0

with the help of these graphs

√
f (x) = x sin x1 at x = 0


4.
Draw the parabola y 2 = x. Discuss the existence of limit of the above function with the help
of this curve

IT Maths Lab Manual

Lab 14

Derivative at a point

Aim

• To identify a tangent line in terms of secant lines.

• To explore the geometrical interpretation of the derivative of a function at a point.

• To explore different cases of non-differentiability of a function at a point.

Concepts

• Limit of a function

• Slope of a line passing through two points

• Secant line

Discussion

A secant line to a curve is a line joining two points on that curve. But a tangent line to a curve
is not that much simple to define. In this lab we try to identify a tangent line in terms of secant
lines. We discuss the geometrical interpretation of the derivative of a function at a point. We also
discuss different cases of non-differentiability of a function at a point.

Activity 14.1 Geometrical Meaning of Derivative at a Point

Procedure:
Use the Applet ML 14.1
About the applet
In this applet, the graph of a function f (x) is
given ( f (x) = x2 ).
a is a number. We can change its value using
the input box for it.
P is the point (a, f (a)), on the graph.
By clicking on the ‘ TANGENT ’ checkbox, we
can show/hide the tangent at P .
h is a slider and Q is the point (a + h, f (a + h))
on the graph.
By clicking on the ‘ SECANT ’ checkbox we
can show/hide the secant line ( the line joining
P and Q )

62
14 Derivative at a point 63

Set f (x) = x2 and a = 1.

Show the tangent line and the secant line
Gradually change the value of h from 1 to 0 and observe the secant line. What happens to it as
h approaches 0 ?
Similarly change the value of h from −1 to 0 and observe the secant line. What happens to it as
h approaches 0 ?
What happens to the secant line at h = 0?

Since the coordinates of P are (a, f (a)) and that of Q are

f (a + h) − f (a)
(a + h, f (a + h)), the slope of the secant line is m = .
h
We can find it using the input command m = (f(a+h)-f(a))/h

Observe the change in m as h approaches 0 from left and right. Find the number to which m
approaches in each case. Hence find the slope of the tangent at P(1, 1)

Activity 14.2 Derivative at a Point

Procedure:

• Using the above applet,find the slope of the tangent to the curves given below at the given
points, using the concept that the slope of the tangent is the limiting case of slope of a secant.
√
1. y = x at (1, 1)
√
2. y = x at (4, 2)
3. y = x3 at x = −1
4. y = x3 at (0, 0)
5. y = sin x at (0, 0)
π
6. y = sin x at x = 2

Activity 14.3 Non Differentiability - Geometrical Meaning

Procedure:
• In the above applet,using input box, set f (x) = | sin x| (give
input abs(sin(x))) and set a=0

What happens to the secant lines passing through the

point (0,0) as h → 0

What about the existence of the limit at a=0 ?

f (a + h) − f (a)
lim
h→0 h

What about the existence of the tangent at (0,0)?

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14 Derivative at a point 64

Discuss the existence of the tangents to the curves and the derivatives of the functions at
the given points.
1. y = sin x at x = π

2. y = sin |x| at x = π
3. y = |x| at x = 0
(
x2 if x ≤ 2
4. y = at x = 2
2x if x > 2
1
5. y = x 3 at x = 0
 2
x − 4 if x 6= 2
6. y = x−2 at x = 2
6 if x = 2


(
x2 if x ≤ 2
7. y = at x = 2
(x − 4)2 if x > 2
(
x2 if x ≤ 2
8. y = 2
at x = 2
(x − 2) if x > 2

IT Maths Lab Manual

Lab 15

Derivative of a function

Aim
• To explore the concept of the derivative of a function.

Concepts
• Concept of the derivative of a function at a point.
• Derivative of a function at a point is the slope of the tangent to the corresponding curve at
that point.

• Graph of a function and its derivative.

Discussion

We discuss the concept of derivative of a function as a extension of the concept of derivative of

a function at a point.

We plot the graph of the derived function using the idea that the derivative of the function at
a point is the slope of the tangent to the curve at that point.

We also familiarise input commands for finding derivatives.

Activity 15.1 Relation Between a Function and its Derivative

Procedure:

• Draw the graph of the function f (x) = x2

• Create a slider a with increment 0.001
• Input the points A(a, 0) and B(a, f (a))

• Draw AB using Segment tool

• Draw the tangent to the curve at the point B
• Show the slope m of the line (using Slope tool, click on the line).

65
15 Derivative of a function 66

For different values of a, find the slope of the tangent (ie f 0 (a))

Sl. No a f 0 (a)
1 1
2 1.2
3 -2
4 -1.8

What is the relation between a, and f 0 (a)?

Activity 15.2 Graph of Derived Function

Procedure:

• In the above applet, open Graphics 2

• Plot the point C(a, m) (y coordinate gives f 0 (a))
• Trace the point C and give animation to the slider a
• Observe the path of the point C.(Using Locus tool click on the slider a and then on the point
C, we get the path of C. Or we can use the input command Locus[C,a] to get the path)

Find the equation of the path

Activity 15.3 Equation of Derived Function

Procedure:

• In the above applet create an input box for f

Change the function f . Observe the locus of C and try to find its equation

Sl. Equation of locus of C

f
No
1 x2 + 1
2 5x2
3 x3
4 x3 − 2
5 sin x
6 cos x

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15 Derivative of a function 67

• You can check your answer by drawing the curve, which you consider as the equation of the
locus, and check whether it coincides with the locus

Activity 15.4 Derivative using Command

Procedure:

• Open GeoGebra window, input the function f (x) = x2

• In Graphics 2, give any one of the following inputs
f 0 or Derivative[f] which gives f 0 (x). We can see f 0 (x) from Algebra view and its graph
from Graphics 2
• Create an input box for f

Find the derivatives of the following functions

Sl. f 0 (x)
f (x)
No
1 x5
1
2
x
√
3 x
1
4
x3
5 sin x
6 tan x

Additional Activities

Activity 15.A Derivative Machine

Aim : We treat ‘Derivative’ as an operator, which changes one function to another. So we com-
pare it with an input output machine. Here the inputs are functions. In Activity 1.3, we treated
functions as machines. So Derivative Machine is a super machine which transforms a machine into
another.
Procedure :
Use Applet ML 15.A
About the Applet :

This applet is similar to Applet ML 1.3 that we used in

Activity 1.3.
Using the buttons provided on the machine we can operate
it.
With the help of check boxes we can select a machine or
functions as input.
We can change the input function with the help of an input
box.

Using the applet find derivatives of some functions.

IT Maths Lab Manual

Lab 16

Miscellaneous

In this lab we do activities related to Complex numbers, Sequences and series and Linear inequal-
ities.

Activity 16.1 Complex numbers

Aim

• To explore the geometry of modulus, argument and polar form of a complex number.
Concepts
• Modulus and argument of a complex number.
• Representation of a complex number on the Argand plane.

• Polar form of a complex number

Discussion

We plot a complex number on the Argand plane using GeoGebra and discuss modulus, argu-
ment and polar form geometrically.

Procedure

√
• Plot the complex number z1 = 1 + 3i (Input 1+sqrt(3)i)

Find its modulus and argument geometrically (without using input commands)

Write the polar form of the complex number

• Create an input box for z1 .

Find the polar forms of the following complex numbers

√ 4. −1 + i
1. −1 − 3i
√ 5. −2
2. 3 + i
−8
3. 3i 6. √
1 + 3i

68
16 Miscellaneous 69

• Plot the following complex numbers whose polar coordinates are given

1. (2, 40◦ ) 3. (3, 90◦ )

2. (5, −30◦ ) 4. (2, 0◦ )

Activity 16.2 Sequences and Series

Aim
• To generate sequences using GeoGebra commands.
Concepts
• General term of a sequence.
Discussion
• In this lab we familiarise GeoGebra commands for generating sequences.
Procedure
If we know the general term of a sequence, we can generate it using sequence command
For example,
Sequence[n^2,n,1,10] gives the first 10 terms of the sequence of squares of natural numbers. We
can see it in Algebra view as a list.
• Create an integer slider m. The command Sequence[3n+1,n,1,m] gives the first m terms
of the AP 4,7,10, · · ·

Find the general term and generate the first m terms of the following sequences.
1. 6, 10, 14, · · ·
2. 2, 4, 8, · · ·
1 1
3. 1, , , · · ·
2 4
4. 0.1, 0.01, 0.001, · · ·
1 −1 1 −1
5. , , , , ···
9 27 81 243

Activity 16.3 Sum to n terms

Aim
• To find sum of sequences.
Concepts
• General term of a sequence.
Discussion
• Here we use GeoGebra commands to find the sum to a required number of terms of sequences
and series. We also discuss the sum to infinity of a Geometric Progression.

Procedure
Using Sum command, we can find the sum of the elements of a sequence
For example,create the sequence of m natural numbers (say list1)
• Sum[list1] gives the sum of all elements of list 1

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16 Miscellaneous 70

• Sum[list1,5] gives the sum of the first 5 elements of list 1

• Sum[Sequence[n^2,n,5,10]] gives the sum 52 + 62 + · · · + 102

Create a number slider m. Find the sum to m terms of the following sequences. What
happens to the sum as the value of m increases?
1 1 1
1. 1, , , , · · ·
2 4 8
1 1 1
2. , , , ···
1×2 2×3 3×4
1 1 1
3. 3 2 , 3 4 , 3 8 , · · ·
 2  3  4
2 3 4 5
4. 2 , , , , ···
2 3 4

Activity 16.4 Graphical Solution of Linear Inequalities

Aim

• To solve system of linear inequalities graphically.

Concepts

• Half - Plane

• Graphical solution of a system of linear inequalities

Discussion

• Using GeoGebra commands we can draw the regions represented by linear inequalities. In
this lab we construct the solution region of a system of linear inequalities with the help of
GeoGebra.

Procedure

• Imagine the half planes determined by the following inequalities and then draw them

1. x ≤ 2 [ Use input command x<=2 ]

2. y ≥ −3
3. x < y
4. 2x + 3y ≤ 6

5. 4x − 3y > 24 [ Use input command 4x-3y>24 ]

• Draw each half plane given in the following system of inequalities and identify the common
region representing the solution of the system
x + 2y ≤ 8
2x + y ≤ 8
x≥0,y≥0

• We can draw the region representing the solution of the system using the command
x+2y<=8 && 2x+y<=8 && x>=0 && y>=0
OR
x+2y ≤ 8∧ 2x+y≤ 8∧x≥ 0∧ y≥ 0

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16 Miscellaneous 71

• Draw the solution region of the following system of linear inequalities.

1. 5x + y ≤ 20, x ≥ 1, y ≥ 2
2. x − 2y ≤ 3, 3x + y ≥ 12, x ≥ 0, y ≥ 1
3. x + 2y ≤ 10, x + y ≥ 1, x − y ≤ 0, x ≥ 0, y ≥ 0

Additional Activities

Activity 16.A Sum of Complex Numbers

Procedure:
• We can plot a complex number using input command
For example, the input 2+3i gives the complex num- Input commands
ber 2 + 3i abs(z 1) gives the modulus
of the complex number z1 .
• Plot two complex numbers z1 and z2 Conjugate(z) gives z
• Using input command z_1 + z_2 find their sum.
• Complete the quadrilateral whose vertices are z1 , z2 , z1 + z2 and the origin.

What is the peculiarity of this quadrilateral?

• Change the positions of z1 and z2 and confirm your observation.

Activity 16.B Product of Complex Numbers

Procedure:

• Plot two complex numbers z1 and z2

• Plot the product of complex numbers z1 and z2 (say z3 ), using the input command z_1 * z_2
• Show the modulus and argument of this complex number

• Create input boxes for z1 and z2

Is there any relation between their arguments? Change z1 and z2 and confirm your
observations

Is there any relation between their amplitudes?

If z2 = i, what happens to their product?

If z2 = −i, what happens?

z1
• Plot the complex number using the input command z_1 / z_2
z2

Find the relation between their amplitudes and arguments

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16 Miscellaneous 72

Activity 16.C Square Root of a Complex Number

Procedure:
Instructions to find the square root of a complex number

• Create a number slider r with minimum value 0

• Create an angle slider θ
• Plot the complex number z1 = r(cos θ + i sin θ)
[ Input: r(cos(θ)+i*sin(θ))]

• Plot the square root of z1 (say z2 )

[ Input: sqrt(z_1)]
• Join z1 and z2 with the origin and show their arguments and modulus

Is there any relation between the arguments of z1 and z2 ?

What is the relation between |z1 | and |z2 | ?

Change the values of r and θ and confirm your observations.

IT Maths Lab Manual