How Do I Use themkedmkmedkde GDC?

The only GDC that I have used is the TI 83(+) and thus the comments below are restricted to this

How Do I Teach With thdmekdee GDC?

Classroom Resources
First, to detail the resources we have available (these vary from room to room, according to when the
equipment was purchased); and the minimum requirements needed, in the classroom to fully utilise the
GDC:
dekmedekd
1. Block mounted poster of the GDC simple, but effective, for pointing out the buttons on the
calculator. Texas provides the poster with their viewscreen GDCs.
2. The viewscreen GDC this can be used to project the calculators image onto a whiteboard.
3. TI converter linked to TV screen.
4. TI converter linked to LCD projector and screen.
This may seem rather basic to many practitioners of the GDC, but I think it is best to have a means of
display that can be written on. Thus, I would say that option 4. above is the least effective means of
display unless you can project directly onto the whiteboard. (This is the line we will go down from
now on, the TV [which I deligdemdekmedmdkmekht in writing on] being suited to small classrooms
only) Options 2. and 3. have the advantage over 1. in that they can be linked to a PC (if you have one
in the classroom) to show internet or software images to the class, in addition to projecting the screen
image.
Thus far we have not gone down the route of using interactive whiteboards because we are unsure
where these would enhance our teaching beyond the equipment we have; feedback would be most
welcome on this issue. Neither have we used the data linkage devices to the GDC that would allow
immediate data collection; and thus proper modelling that, I feel, should be the route forward.
In short, the mathematics classroom is becoming more of a specialist teaching venue, rather than the
general teaching room of days gone by. This has implications for management in terms of timetabling
mathematics classrooms and resourcing the subject properly. The days of mathematics as a "cheap"
subject are far behind us.
GDC Resources Required for the Mathematical Studies Standard Level
Specific areas of the programme in which the GDC should be utilised can be identified. A suggested
starting point is given below.

Graphing Techniques on the GDC

1. Introduction to graphing on the GDC
the process to be observed when graphing a function

use of the CALC button

drawing a tangent to a graph (and then graphing it)

2. Calculus on the GDC

drawing the gradient function

use of the second differential (?) - could be done for SLMM syllabus
area between curve and x axis - include negative areas and area between two curves
(not, as yet, on MSSL syllabus) but is on SLMM
3. Curve fitting to a sequence
based on quadratic mappings, use of correlation coefficient to determine whether
formula is correct
Basic Statistics
1. Summary statistics and statistical diagrams from raw data and frequency tables
include box and whisker plots

multiplying a data set by a scalar - effect on mean and sd

adding a constant to a data set - effect on mean and sd
the difference between sx and s x (only sample sd needed)
2. Grouped frequency distributions
setting up the lists

which sample statistics can be calculated via 1-var stats and which cannot
drawing cumulative frequency polygons and estimating median and quartiles from these
3. Drawing a scatter diagram and calculating correlation coefficient and regression line y on x
data into lists

proper scaling - setting the window

adding the mean point to the diagram
calculating correlation coefficient and regression line y on x
graphing the regression line
finding a y value, given an x
setting out an examination question

4. Chi Squared goodness of fit contingency tables

the idea of a matrix

finding expected values from observed, level of accuracy of answers

 setting out an examination question

Teaching the MSSL Course the Initial Weeks
The GDC is a completely new tool to our students, and we feel it unlikely that our average MSSL
student will spend time coming to love and understand his GDC. So, we begin the course with areas
of the syllabus that are greatly enhanced by the use of the GDC.
These are:
1. A review of functions.
2. Basic Statistics.
But, preceding these, we review of typical graphing questions from the IGCSE course. An example is
shown below; in it we take a typical examination question with which they are all familiar, we get
them to complete it by hand and then repeat the process on the GDC. Following this, an exercise with
similar questions is set. An example is included below.
Through this we hope to review the ideas of scaling graphs, drawing them accurately, solving
equations graphically and drawing tangents; all valid techniques required by MSSL mathematics. The
graphic solution of equations is vital in the exponential function setting (unless you are going to teach
logarithms), the drawing of tangents anticipates the calculus option, should one decide to teach it.
Graph Drawing Techniques on the TI 83
1. Just as you have to scale graphs correctly on paper, you have to do the same on the calculator.
There is a blue button called WINDOWwhich does this.
2. You have to make sure that the graph fits on the screen. On paper, you do this by drawing a table of
values. There is a yellow labelled blue button called TABLE which does this on the TI 83. It is
accessed via the yellow button 2nd and the blue button labelled GRAPH
3. Sometimes on paper you need to plot extra points in between those you have drawn in order to get
more detail. This is done by a yellow labelled blue button called TBLSET on the TI 83.
So
When drawing a function on the TI 83, there is a procedure to be followed you do not simply press
the blue Y= button followed by the GRAPH button.
It will be best to proceed by an example. We will draw a function by hand and then repeat the process
on the TI 83.
Example
2
1. By hand, draw the graph of the function f x x 3x 5 for the domain 2 x 5
You will need to draw up a table of values first.

Note that the curve is a quadratic, with its expected U shape and a nice line of symmetry and a
symmetrical table of values.
2. Find f 1.5
3. Solve the equation f x 0 by looking at your graph.
4. Solve the equation f x 3 by drawing the line y 3 on your graph.
(I do not want an algebraic solution)
5. Draw the tangent to the graph at the point x 2.5 and, from the tangent, estimate the gradient of
the curve at this point.
6. Find the coordinates of the minimum point on the curve.
7. Write down the range of the function for the given domain.
We will now repeat this question on the GDC
2
To draw the graph of the function f x x 3x 5 for the domain 2 x 5

Press:

Y=

Type in:

-3

This enters the equation of the curve into the calculator.

The screen should appear thus:

Press:

2nd

TABLE

This gives you the values of the function (the range) for the required domain 2 x 5 . However, the
required domain may not be shown on the screen; to alter this use the nintendo keys on the GDC.

1. Write down the maximum value of the function on the domain 2 x 5 .

2. Write down the minimum value of the function on the domain 2 x 5 .
These values will be used to set the size of the window on your calculator.[From the screen shots above
these are seen to be -7 and 5 respectively.
Press:

WINDOW

Type in:

Xmin = -2
Xmax = 5
Xscl = 1
Ymin =a number smaller than the minimum above
Ymax = a number greater than the maximum value
Yscl = 2

This process ensures that the graph will fit on the screen

Press:

GRAPH

Finally, you should have your function drawn on the screen.

Now we will use the GDC to answer the questions that were posed above. This is done mainly by
using the CALCmenu found by pressing the yellow 2nd button followed by the blue TRACE
button. Doing this should give you the screen:

1. Find f 1.5
Press:

2nd

CALC

ENTER

Now enter the x coordinate of the point that you require.

2. Solve the equation f x 0 by looking at your graph.
Press:

2nd

CALC

ENTER

You get the starred cursor at this point. You have to move it via the Nintendo keys to the left
of the zero (where the curve crosses the y axis, the line x = 0) then press ENTER This is then
repeated on the right hand side of the zero. ENTER is then pressed a third time to get the GDC
started.

3. Solve the equation f x 3 by first drawing the line y 3 on your graph.

Press:
Press:
Press:

Y2 = -3
GRAPH
2nd CALC

ENTER

ENTER

The series of screen shots below should be what you get on your screen:

Giving finally:

ENTER

the coordinates of the point of intersection.

4. Draw the tangent to the graph at the point x 2.5 and, from the tangent, estimate the gradient
of the curve at this point.
Press:

2nd

DRAW

ENTER

Now enter the x coordinate of the point that you require.

The diagrams are shown below (I have deleted the line y = -3 first to make the diagrams
clearer).

The tangent has been drawn and its equation given. This allows you to read off the gradient as
you require.
5. Find the coordinates of the minimum point on the curve.
Press:

2nd

CALC

ENTER

You may have to use common sense to determine the exact coordinates of the point required
if you recognise it otherwise, approximate to 3 significant figures as required
by the MSSL syllabus.
6. Write down the range of the function.

We find that such an approach, reinforcing, as it does, work which the students ought to know (but
have, in all likelihood, forgotten) and yet addressing it in a different way, motivates the students to
want to use the GDC from the outset. It is a low level of entry to the machine but one which gives
rather spectacular results. It also allows and teaches the students to verify their own work.
The Review of Functions
We teach this using a piece of software, though it could as easily be done on the GDC, since we use
software in our teaching and in the students projects to a considerable extent. This is the first piece
of work we ask the students to do as part of the MSSL course. It is shown below:

The mathematical studies course deals a lot with functions what they are and how they are applied to
situations you might see all around you. It is therefore helpful to have a picture of these functions in
your mind so that you can visualise them. This exercise is designed to (re)acquaint you with the graphs
of the functions that you will use in this course.
You need to know about the following functions:
Function

General Equation

Example

Linear (x)

y mx c

y mx c

Quadratic (x2)

y ax 2 bx c

y 2 x 2 3x 5

Exponential
Sine

y A bx
y B sin( Ax)

y 10 2 x
y 5sin(2 x)

Cosine

y B cos( Ax )

y 2 cos(3 x)

Cubic (x3)

y ax 3 bx 2 cx d

y x3 2 x 2 3x 7

You will deal with all of these in detail later on but now I want you to graph some of these on
Omnigraph and try to spot some of the important features of each type.
1. The Linear Function
In Omnigraph first type in:
Then type in:

m = 1 and c = 0
y = mx + c

You should see at the top of your screen a double arrow icon similar to that on a video recorder.
Click on this icon it is the dynamic editor and it will allow you to animate the drawing.
Leave c = 0 and change the value of m. What happens to the line on the screen?
Exercise
1. Draw a sketch of the line when m = 2 and c = 0
2. On the same diagram, draw a sketch of the line when m = 3 and c = 0
3. On the same diagram, draw a sketch of the line when m = -2 and c = 0
4. On the same diagram, draw a sketch of the line when m = -3 and c = 0

5. Explain what changing the value of m does to the graph of the line.

Now, leave m = 2 and change the value of c. What happens to the line on the screen?
Exercise
1. Draw a sketch of the line when m = 2 and c = 1
2. On the same diagram, draw a sketch of the line when m = 2 and c = 3
3. On the same diagram, draw a sketch of the line when m = 2 and c = -1
4. On the same diagram, draw a sketch of the line when m = 2 and c = -3
5. Explain what changing the value of c does to the graph of the line.
To be honest, you should already know about m (the gradient) and c the intercept of a straight line.

2. The Quadratic Function

y ax 2 bx c

In omnigraph first type in:

a = 1 b = 0 and c = 0

Then type in:

y ax 2 bx c

This is the basis for all quadratic graphs. The curve y x 2

Leave b = 0 and c = 0 and change the value of a. What happens to the curve on the screen?
Try both positive and negative numbers.
Exercise
1. Draw a sketch of the curve when a = 2 and c = 0
2. On the same diagram, draw a sketch of the curve when a = 3
3. On the same diagram, draw a sketch of the curve when a = -2
4. On the same diagram, draw a sketch of the curve when a = -3
5. Explain what changing the value of a does to the graph of the curve .
Now, leave a = 1, b = 0 and change the value of c. What happens to the curve on the screen?
Exercise
1. Draw a sketch of the line when a = 1 and c = 1
2. On the same diagram, draw a sketch of the curve when c = 3
3. On the same diagram, draw a sketch of the curve when c = -1
4. On the same diagram, draw a sketch of the curve when c = -3
5. Explain what changing the value of c does to the graph of the curve .
Now, leave a = 1, c = 0 and change the value of b. Any ideas?

3. The Sine Function

y B sin( Ax)

Enter the values for A and B and then enter the curve. You will need to change the axes to trig axes
from the Zoom drop down menu.
Leave B = 1 and change the value of A. What happens to the curve on the screen? Draw
diagrams to illustrate the effect you see. Remember to use negative values of B as well.
Now, leave A = 1 and change the value of B. What happens to the curve on the screen? Draw
diagrams to illustrate the effect you see. Again, remember to use negative values of B as well.

4. The Cosine Function

y B cos( Ax )

Repeat 3. for the sine function.

First, leave B = 1 and change the value of A. Then, leave A = 1 and change the value of B.
Again, draw diagrams to illustrate what happens to the curve.

5. The Exponential Function

y A bx

Enter the values for A and B and then enter the curve. You will need to change the axes back from
trig axes from the Zoom drop down menu.
Leave b = 2 and change the value of A. What happens to the curve on the screen? Where does
the curve cross the y axis? Draw diagrams to illustrate the effect you see.
Now, leave A = 1 and change the value of b. What happens to the curve on the screen? Draw
diagrams to illustrate the effect you see.
Did you remember to try negative values of A and b?

6. The Cubic Function

y ax 3 bx 2 cx d

Draw the graph of y x 3 d and explain the relevance of d by changing its numerical value.
Draw the graph of y ax 3 and explain the relevance of a.

Draw the graph of y x 3 3x 1 for interest. This is the type of shape you will see with most
cubics. You will need to remember this shape.
The final part is included to give the students some idea of cubic curves before they meet them in their
option topic. For those not studying that option, it can be omitted.
Calculus on the GDC
The calculus option itself lends itself beautifully to a graphic approach; the initial differentiation result
can be discovered by the students, the modelling side of the subject can be resolved nicely in a
graphic manner, with the tedious (and perhaps inappropriate) algebra left until the end of the course
rather than having it placed at the outset. The calculus also lends itself nicely to MSSL projects; these
can be introduced within the first month of the course, and referred back to over the months as
modelling, graphing techniques and the quadratic function are taught. The calculus is then used to
validate the process that has been used.
An example of a starter is shown below.
In it, the student is asked to solve a problem solely by numeric methods, and then refine these.
Thereafter, a spreadsheet could be used or a graphing program but that would require the more
sophisticated mathematics of modelling and algebraic manipulation to verify the numeric method.
Finally, the graphical approach can be done away with completely and the wholly algebraic approach
of the calculus can be used to validate and assess the above processes.
MSSL Project on Calculus: A Tin of Soup
Soup tins are usually made in the shape of a cylinder and the shape of this cylinder should be
constructed so that the amount of metal used in making the tin is a minimum. (This amount is the same
as the surface area of the tin.) But is this the case? In your project you are asked to answer this
question.

Suppose the volume of soup to fit in the can is 350 cm3 and the radius of the tin is 5 cm, what is the
height of the tin in this case? Give your answer correct to 1 decimal place. What is the area of the tin in
this case?
How can you decide whether these measurements give the minimum area? Find the minimum area,
correct to one decimal place and the value of the radius which gives this area.

The above is a very inefficient method of answering this question. Discuss with your teacher or
another member of the class other possible methods.
Your project should involve a number of these methods; you need to compare these and evaluate which
is the best (most efficient, most accurate, easiest to use) Finally, you should seek to answer the
question posed above does the design of can used minimise the use of materials.
Statistical Techniques on the GDC
It is possible to link the graphical ideas enunciated above with the statistical functions on the GDC by
curve fitting exercises. This can then be extended to methods of differences for quadratic mappings,
and these can be utilised in MSSL projects.
Example:

Consider the four diagrams below. We are going to find a formula linking the length of
the side of the square s with the number of dots (both inside the squares and on the
edges).

In function terms, if we let s f s be the mapping from the side of the square to the number of dots
then we are trying to find the explicit formula for f s .
First, we collect the data in a table:
Side of Square s

Number of Dots f s

1
2
3
4
5

s
Now, we look at the table to try to find a pattern, or we look at the diagram to see if we can spot the
formula.
Or we use the GDC to analyse the data statistically and come up with the best solution.

First, the data must be put into two lists on the TI 83 one for the s data (the side of the square)
and one for the f s data (the number of dots).
Press
STAT
then
Put the s data into list L1

EDIT
then put the

to give the list display

f s data into list
L2

Now we need to plot the data on a graph (actually we can miss this out but it is useful )
Press

2nd STATPLOT

ENTER

You will have a menu to go through for PLOT 1

You want

Type
X List:
Y List:
Mark:

second icon out of the six shown

L1
L2
+

Now you need to set the axes so that the points appear on the graph - you will always need to do
this.
Press
WINDOW
to access the menu
Xmin = 0
Xmax = 5
Xscl = 1
Ymin =0
Ymax = 50
Yscl = 5
Now press GRAPH

- you should get the graph of your data.

Now, this is the clever bit. You can find the equation of your curve in the following way.
Press

STAT

CALC

The following shows on your screen

[this is QuartReg]
QuarticReg
y=ax4+bx3++e
a=0
b=0
c=2
d=2
e=1
R2=1

This is the equation of your curve

f s 2s 2 2s 1

ENTER

You need to explain what is going on with the correlation coefficient (coefficient of determination), but
it introduces the idea of regression nicely before it is met as part of scatter diagrams in the statistics
course. All such examination questions can be attempted on the GDC and then copied onto graph
paper, much as in the way of the graphing question shown earlier. Other statistical techniques that have
to be emphasised are the use of the summary statistics functions and the limitations of these; for
example, with a grouped frequency table the calculator gives the wrong estimate of the median and the
quartiles linear interpolation being needed. This can be done on the GDC, though whether it is a
useful technique is moot. It is included below.
Drawing a CF Diagram on the GDC
Example
Mark

0-10

10-20 20-30 30-40 40-50 50-60 60-70

10

15

22

29

13

Enter the class boundaries into L1.

[these are 0, 10, 20, ., 70]

Enter the frequencies (and zero) into L2.

Move the cursor to the L3 heading and enter the formula L3 = cumsum (L2)

to do this press
2nd

STAT OPS 6

ENTER

You now have your cumulative frequency table.

To draw the cumulative frequency polygon, you need to draw a STATPLOT of L1and L3 with the
graph type present in the middle of the top row.

Do this now (you will have to set the window correctly first).

Finding the median - this can be done only by looking at the graph and zooming in.
The total frequency is 102 so the median occurs when the y (cumulative frequency) value is

approximately 51

102
.
2

We use ZOOMBOX from the ZOOM menu to find out where this region is on the graph.

Draw a box at around y = 45 - 55. Press ENTER to ZOOM in.

You should have a line and a cross (the cursor) on the screen. Move the cursor so that its y coordinate =
51

Now move the cross horizontally onto the line.

The x coordinate is the median. (39.7 in this case).

Find the quartiles in the same way.
It is hoped that some of the above techniques might prove useful to teachers of the MSSL course in
particular, but also to teachers of MM and HL as well. The graphing techniques are equally as
important and the statistics component for MM is the same as that for MS (with the exception of Chi
squared fits to Normal distributions). It is important to engage the students interest in the GDC early
on in the course and to relate techniques studied to other parts of the hexagon clearly, scatter
diagrams and regression analysis is used in science practicals as well as economics.
When the students are required to graph a function the following steps should be adhered to.
1.
2.
3.
4.
5.

Ensure that the statistical plots are turned off.

Enter the function with the y= button.
Use the TABLE facility to gain a rough idea of the range for the given domain.
Set the WINDOW for the graph.
DRAW the graph.

This should be drummed into the students ad nauseam.

Once the calculators use has become second nature, it may then be necessary to unlearn or adapt
techniques to those required in the examination situation. Looking at this aspect of the GDC will be
dealt with elsewhere.