Intergrals and Area activity (hb) Name:___________________ Date: / /

Outcomes targeted in accordance with Unit 4 Outcome 3:

Use of algebra and numerical values to evaluate expressions, substitute into formulas,
construct tables, produce graphs and solve equations. Use of mathematical routines and
procedures involving algebra, functions, coordinate geometry, calculus to obtain results and
solve problems.
Critical and appropriate selection of technology for efficient and systematic production of
representations and solutions for given mathematical contexts.
Note: the red represents working out that would be wanted from a student.
1. What you will need for this activity: Ti-Nspire calculator, writing equipment and notebook.
2. Press 1 (New Document) > 2 (Add Graphs) > type in the function f(x)=x^2 > Press [enter].
Your screen should look something like this:







3. Next press [menu] > 6 (Analyze Graph) > 7 (Integral) > Lower bound? > Press -2 > Upper
bound? > Press 2.







4. In the space provided note the value that came up after pressing [enter].
5.33

5. Next press [ctrl] + [doc] to open a new document and press 1 (Calculator). Here solve
dx x ) 2 ^ (
2
2

Tip: use
this button to help find integral template. What was the answer? Are the answers
congruent? If so, why?
5. 33, yes they are congruent. This probably means that the integral of x^2 with the a being
-2 and b being 2, will find the area of the integral underneath the function. This relates to
the function

)] ( [
) (
x f
b
a
b
a
dx x f
6. Using proper steps, manually solve the above integral and its area under the graph.
Students should have something that looks like this:
33 . 5 ) 3 / 8 ( 3 / 8 ] 3 / 3 ^ [ ) 2 ^ (
2
2
2
2

x dx x
7. Keeping in mind the different ways to find the area under a curve, change the values of a
and b on a NEW graph page to a=0 and b=5 for f(x)=x^2. Write down the value of the area of
the integral.
41.7






8. It is also possible to change the colour of the area by pressing [ctrl]+[menu].
9. Solve using the calculator option dx x ) 2 ^ (
5
0

. Then see if you get the same answer using

manual working out.

Students should have something that looks like this:
7 . 41 67 . 41 0 3 / 125 ) 3 / 0 ( 3 / 125 ] 3 / 3 ^ [ ) 2 ^ (
5
0
5
0

x dx x
VCAA (2012). VCE Mathematical Methods (CAS): Assessment Handbook 2006-2015. Melbourne:
VCAA.
Dilation and Functions Activity (hb) Name:___________________ Date: / /
Remember
Horizontal Dilation = ) ( ) ( ax f x f
Vertical Dilation = ) ( ) ( x af x f
Where a , is the dilation factor or the linear scale factor.
This activity focuses on using technology to promote understanding of dilation in functions, f(x).
What you will need is: Ti-Nspire calculator, writing equipment and notebook.
1. Press 1 (new document), on the Homescreen > 2 (Graph) > type f1(x)=sin(x)

2. Write down the x-axis intercepts. Hint: use the Trace option on the Ti-Nspire ([menu] > 5
(trace) > 1 (Graph Trace).
Students should now have something like this; the x-intercepts are (going from left to right) -
6.28, 3.14, 3.14, 6.28. This could be a good segway to start/refresh information about
trigonometric functions.

3. Next, change the value of y by typing in f1(x)=sin(x/2). What do you see? Write down your
observation and the x-axis intercepts. (Use Trace Graph option again). The graph is longer in
the x-axis, or has dilated in the x-axis. X-axes intercepts are: -6.28 and 6.28. Since 6.28/3.14 =
2. So twice as long.
4. Create your own conjecture on how the scale factor, a, changes the x-axis intercepts using
the facts given.
When we multiply the dilation factor, a, within the function it make the function short or
longer in the horizontal (x-axis) direction depending on the value of a.
5. Next, type in f1(x)= sin(x) again. Write down the highest (maximum) and lowest (minimum)
point on the screen that you see. Hint: use the Graph Trace option.
If students use the Graph Trace option properly they will see that the calculator will tell them
when the graph is at the maximum or a minimum. i.e.

The two max are at y=1. The two min are at y=-1.
6. Next type in f1(x)=2sin(x). Write down your observation and the max and min once again.
What do you see happening here?
The graph has now dilated in the vertical direction (y-axis direction) by a scale factor of 2. This is
because the y values for the max and min are now doubled, they were 1 and -1 now they are 2
and -2.

7. Summarise your observation about dilation factors below.
When we use a scale factor in front of a function it will dilate it in the vertical. When we use a
scale factor within the function it will dilate in the horizontal direction.