MATH MINI INTERNAL ASSESSMENT

Planning

- The message I want to give to everyone is to remember the secret ingredients of a happy life.

- To bring back memories of how we were taught how to draw a flower the first time and how a
simple flower can mean so many things.

Introduction

This particular exploration will demonstrate the use of mathematical equations in forming an artwork
using an online graphing calculator called DESMOS in order to give out a message to the jbcn
community. My choice of exploration is a flower as a flower as it can cause happiness and instantly have
an effect on one's mood. It is also used as a gesture for many occasions, most importantly it symbolizes
love, peace and joy.

In relation to the current situation of IBDP students or any student struggling to keep up with academics, I
wanted to tell everyone that always approach academics with love, and love for our subjects can be a fuel
for motivation and feel less of a burden. Additionally, love can extend to our relationship with teachers,
classmates and ourselves.

During the academic challenges, it is extremely important to find moments of peace for our own
well-being and promoting peace will also create an environment where each and everyone feels supported
and valued.

Bringing joy into our academic journey will add excitement, fulfillment and creativity. Finding joy even
in the smallest of things keeps us motivated and sharing it with others around you enhances your
academic experience.
Mathematical explanation and understanding

Part of the Equation Explanation and Colour Opacity Thickness

flower Understanding

Pistle x^2+y^2 =5 Used to make a pistle, using Red 0.5 2.5

(central part a simple equation that forms
of a flower) a circle, where x + y are the
coordinates and on squaring
them we get 5 (the radius of
square foot) increasing or
decreasing the number next
to( =) gives me different
sizes of the circle.

Rotating petal (χ𝑐𝑜𝑠)(𝑎)−𝑦𝑠𝑖𝑛(𝑎)−7

2 Trigonometric function - X Red 0.5 2.5
(4) 6
+ and y being the coordinates,
2
(χ𝑠𝑖𝑛)(𝑎)−𝑦𝑐𝑜𝑠(𝑎)) a is the angle that can be
6 rotated using the slider
which gives it a variable. .
cos(a) tells us the ratio of
the adjacent side to the
hypotenuse in a right
triangle with angle a and
sin(a) tells us the ratio of
the opposite side to the
hypotenuse in the same
triangle and the 7 at the end
places the shape down.
Using the same equation
only changing the sign i.e
(-)(+) will place the petal on
the negative side and on the
positive side respectively.

Petal 1 (x+7)^2 +4y^2 =24 X and y being the Red 0.5 2.5
coordinates, taking x adding
7 to it along with y adding 4
to it and squaring each with
setting a result that is equal
to 24.
Petal 2 (x−7)^2+4y^2=24 As the petal is opposite Red 0.5 2.5
(opposite petal petal 1, we do the same
1) thing except taking x and
subtracting 7 and then
squaring it while adding 4
to y and squaring and
setting equal to 24.

Petal on the y X and y being the Red 0.5 2.5

axis 4x^2 +(y−7)^2=24 coordinates, we take 4
multiplied by 4 and square
it with adding 7 subtracted
by y (because I want it to be
above the x axis) and
setting equal to 24.

Petal on the x 4x^2 +(y+7)^2 =24 As the petal is below the x Red 0.5 2.5
axis axis, we do the same thing
given above and add 7 to y
instead of subtracting it.

the peduncle (x+2.4)=0.003(y+7)^2 X and y being the Green 0.7 2.5

(the stem) {−30<y<−6.5} coordinates, ( x+2.4 )means
the entire graph will shift
2.4 units to the left. Setting
equal to( 0.003(y+7)^2 )
which is an equation of a
parabola and {−30<y<−6.5}
tells us where the y values
will be valid till.

END RESULT: we have a

parabola that's been shifted
2.4 units to the left and
stretched vertically, and it's
valid only for the range of
y values from -30 to -6.5.

Leaf (semi) y=0.1(x+1)^2 −30 (y=0.1(x+1)^2) is a quadratic Green 15 2.5

{−0.25<x}{−30<y<−19} function in the form of a
vertex form. Where in, the 0.1
coefficient stretches the
parabola vertically and (-30)
 moves the graph down by 30
units, {−0.25<x} shows the
validity of values for x and
{−30<y<−19} shows the
values valid for y.

Leaf (semi) y=−0.1(x−10)^2 −19 (−0.1(x−10)^2) is a Green 15 2.5

{−30<y}{x<9.5} quadratic function in vertex
form and is shifted 10 units
to the right. The negative
sign depicts that it is flipped
vertically in comparison to
the other part of the leaf.
(-19) shifts the graph
downwards by 19 units.
{−30<y}{x<9.5}: These are
the domain and range of the
equation. It means the graph
is valid for x values less
than 9.5 and y values
greater than -30.

Reflection and Evaluation

The thing I liked most while creating the flower is that even though it was made digitally, it still caused
me to feel happy and also brought back memories of how I was taught to make a flower on paper very
easily. I also feel like it does justice to what a flower symbolizes which is love, peace and joy. However, if
I were to change something about my artwork, I would change the stem to make it look more curvy as it
would look better. Being a student who struggles with graphing, I felt extremely tense while creating the
flower for the reason that it is not as easy to make as it is on paper. Nevertheless, the final outcome was
satisfactory and it's the best I could have done. Hence, I am happy with what I have made. On a scale of 1
to 10, I would rate my experience on making a flower on desmos an 8, because it is fun, super easy and
unique. I learnt a number of new things such as being able to change the coefficient of the value (a) just
by using a slider, and how x and y squared with a set equal to means that it's the radius and we can
increase and reduce the size according to our liking. Over all, this has been a very fun experience and I
would love to create many more artworks in the future. I also hope I can make others successfully feel
what I felt just by looking at the flower.
Conclusion

In conclusion, I believe I have achieved my initial goal of creating a flower and reminding people of how
we were all taught to make a flower as a child. I created my artwork using functions like trigonometric
and quadratic. I also experimented with colors using a specific level of opacity and thickness for each part
of a flower. As colors can also impact mood, I was also inclined towards adjusting colors in order to
make it look like powdered pigment in other words, making it look like I have used pastel shades which
makes it more appealing. . Therefore, I adjusted the colors accordingly. Using the symbolism of a flower,
I want to promote it amongst people around us and most importantly ourselves. This project made me
realize that math can actually be used in real life, even if you are not working in a field that requires you
to do math. Desmos has successfully made it possible for anyone who wants to create an art piece, a logo
or a simple graph easily. I was able to use the tools provided by Desmos to make a simple flower,
portraying the message I wanted to give out to the JBCn community.

FINAL WORK

https://www.desmos.com/calculator/dnkrmbldbo - complete artwork along with the equations.

Bibliography

https://www.youtube.com/watch?v=8_U6vN-HghE