Higher Secondary

IT Maths Lab Manual

Academic year 2023-24

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Lab 0 Basic concepts (Compulsory)

Plus One
1. Lab 1 Value of functions

2. Lab 2 Shifting of graphs

3. Lab 3 Domain and range (• In Activity 3.1, problems i,iii,vii,viii,xi,xii,xiii,xiv,xvi and xvii,
• In Activity 3.3 problems 1,2,5,6 and the figure (a))

4. Lab 4 Trigonometric functions (• Activity 4.1, • Activity 4.2, • In Activity 4.3, table excluded)

5. Lab 9 Conic sections (• Activity 9.3, • Activity 9.4, • Activity 9.5)

6. Lab 10 Circles and parabola

7. Lab 11 Ellipse and hyperbola

8. Lab 12 Basics of 3D (• Activity 12.1, • Activity 12.3)

9. Lab 13 Limits (• Activity 13.1, • Activity 13.3)

Plus Two
1. Lab 18 Functions (• Activity 18.1, • Activity 18.2, • Activity 18.3)

2. Lab 19 Invertible functions (• Activity 19.1, • Activity 19.2, • Activity 19.3)

3. Lab 20 Inverse trigonometric functions (• Activity 20.1, • Activity 20.3, • Activity 20.4)

4. Lab 25 Continuity

5. Lab 27 Increasing and decreasing functions

6. Lab 30 Maxima and Minima

7. Lab 31 Maxima and Minima,visualisation of problems (• Activity 31.1, • Activity 31.2)

8. Lab 34 Application of integrals (• Activity 34.1, • Activity 34.2)

9. Lab 36 Differential Equations (• Activity 36.1, • Activity 36.3)

10. Lab 37 Vectors

11. Lab 38 Vectors 2 (• Activity 38.1, • Activity 38.2)

12. Lab 39 Line in space (• Activity 39.2, • Activity 39.3)

13. Lab 42 Linear Programming Problems (• Activity 42.1, • Activity 42.2, • Activity 42.3)

14. Lab 43 Probability

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))

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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.

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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

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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

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

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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 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.

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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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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.

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

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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