[ea( Ge aaw This expression can also be evaluated using a variable for substitution. A command in the form expression | variable = value means evaluate the expression with the given value(s) substituted for the variable(s).. Press DOB aver 7 E) (oem) Oe Ne 1S 2) we. Getting Started with the Classpad I ‘© Edit Acton interactive -16%2"2+120 -16x22+120 =16x2"2+120 -16%22+120 16124120112 b2. Compute the time when the height of the ball is 84 feet. The value can be computed using the square root and fraction templates from Matht. Tap eo) OME OOOvwOoWS &s. The value can also be computed using a solve command from Math1. The format is (equation, variable) even if there is only one variable in the equation. Tap (wart) bored () CD CS) Car] (were) [o*] -HOMIOOOWLGI l= MO&a8C) 3. A ball is tossed upwards with an initial velocity of 56 feet/second, from an initial height of 120 feet. ‘Compute the time and the height when the ball is at a maximum height. Commands such as fMax are found under the Interactive and the Action menus. The Interac- tive commands open a dialogue box which gives prompts for the input. The fMax command uses x as the default variable, but another variable such as t can be used. Main Menu © Edit Action Interactive [sas] >] nolo © Edit Action Interactive [eta] soo] [oT T>] © Edit Action FE3] >] fea] Transformation p ‘Advanced Ds D diff Complex | impbitf list J Matrix | lim Vector | Equation/ TI Assistant rangeAppoint Distribut| mod Financial Tine ‘Min Getting Started with the Classpad Ichee ae {Art |e.a(- Tap Interactive, Calculation, fl and complete the inputs as shown. (Part of the first coefficient, -16, has scrolled off the screen.) Then tap OK. Max, {Max 4. Rewrite the expression from Question 3 in factored form. Tap Interactive, Transformation, factor, factor. Getting Started with the Classpad I Main Menu © Edit Action Interactive © fMax numerically Expression: —_[6x*2+56x+120 Variable: Start: © Edit Action ‘approx simplify | Advanced expand Calculation factor Jcombine | rFactor |collect factorOut | ‘tExpand ‘Vector |coltect __| Equstion/inequality ‘expToTrig Assistant |troToB@ Distribution/inv. Dist Financial Ii | 7 DefineEnter the expression in the box. Then tap OK. 5. This model expresses height, or position, as a function of time. Construct a model for velocity as a function of time. The velocity would be the derivative of the position function. Tap Interactive, Calculation, diff. Main Menu ‘© Edit Action Interactive reife Pisalsin [TY T+] io factor factor (-16-x?+56-x+120) (0-5) + (2x43) Complex | impDitf ust if Matrix lim Vector | Equation/ TT Assistant rangeAppoint Distributi mod Financial ine Define _|fMin/fMax ged/lem fraction Getting Started with the Classpad IMain Menu Enter the expression in the box. (Again, part of the © Edit Action Interactive first coefficient, -16, has scrolled off the screen.) Then tap OK. ‘@ Differentiation O derivative st value Expression: Variable: Alternately, the template for a derivative from Math2 can be used; the result will look the same. A C16-x2456-x4120) og 32x56 D Getting Started with the Classpad IMain Menu 6. Compute the instantaneous velocity at time The only difference is to tap the bullet for Derivative at value, and to enter the value in the last box. © Edit Action Interactive Differentiation derivative at value Expression’ (6x 2+56x+120 Variable: Order: Velue: diff (-16-x*2+56-x+120,x,1,2) OY 8 b For a more intuitive display, use the derivative ‘© Edit Action Interactive template from Math2 and the “with” ( Ei] b> [a] sme] ] oD [fk -tox2esox+120) Ix=2 a -8 Getting Started with the Classpad Ihe, ae {Art |e.a(- 7. Compute the total net distance that the ball travels. The ball had an initial height of 120 and fell to height of 0, so the net distance should be -120. For a calculus connection, integrate the velocity function. Tap Reyboard) (Weak [7]. Enter the integrand, the variable, and the limits. The variable t can be found at (Weth2], then tap a) [ei] b> [ita sinn] | oT] 8. Compute the total distance that the ball travels. 169-120+169 a The initial height and the maximum height are ee known, so the total distance can be easily P computed. For another calculus connection, another integral Sr En eve marca I 7 iy can be used. The traditional approach is to use two [ea] b> [ia] sine] 4] I] integrals, but it is quicker to use the absolute value template. The template is also in 218 5 | |-32¢+56|de 0 n Getting Started with the Classpad I 9Main Menu The ClassPad has a symbolic algebra system, sometimes called a computer algebra system, or CAS. An important distinction is a calculator using symbolic algebra can manipulate unde- clared variables. The factoring example from Question 4 was an illustration. It is usually a good idea to tap Edit, then Clear Alll Variables to ensure that the variables do not have a value stored in memory. The next 2 questions illustrate additional symbolic algebra. 9. If a model for the height of a ball thrown upwards as a function of time is given by h =-16f°+vt +c, compute an expression for the time when the ball hits the ground, Transformation D Advanced , Calculation , Complex , List Matrix Vector |Ezuationy soive Assistant dSolve Distribut rewrite = Financial exchange abc [_offpetine _ slininate Tap Interactive, Equation, solve. @soWve Solve numerically 160" 24uxt+e=0 Enter the equation in the box by pressing [Keyboard] and tap (abe ] to view the variables. The negative sign is to the left of 16 and has scrolled off. Enter the variable in the second box and tap (EX€) or press the (EXé) key; then tap OK. Alg Standard Real Rad 0 Getting Started with the Classpad IBoth solutions are shown; the first solution would be negative and is not in the domain. 10. If a model for the height of a ball, thrown upwards, as a function of time, is given by h =-16f + vt +c, compute an expression for velocity as a function of time. Press and tap (wath) (2g. Enter the expression and the variable and tap (EX), or press the (EX€) key. Getting Started with the Classpad I nNumerical Solve Menu To use the Numerical Solve menu, tap the icon, enter the equation in the box, then enter val- es for the variables. Tap the bullet for the unknown variable and tap 1. e : a be is foes tpwards a eli velciy 3 of 56 ft/sec, from an initial height of 120 feet, compute the times when the ball is at height a 160 feet. [Equation h=-16+t24v-tte Enter the equation. Note that a times symbol is needed between v and t to distinguish the product from a single variable named vt. Enter the values of 150, 56, and 120, select the bullet ||Lower=-9e+999 for t and tap [si], Upper= 92+999 pn[ yz] ‘t=0.6602753 Left-Right=0 Cx] 2 Getting Started with the Classpad I‘To compute the second value for t, enter an initial estimate, say 4, for t and tap 2. If a ball is tossed upwards from an initial height of 120 feet, and has height of 160 feet after 2 seconds, compute the initial velocity. Enter the values of 160, 2, and 120, select the bullet for v and tap [save Getting Started with the Classpad I fsa], Numerical Solve Menu © Edit Solve + Equation: h=-16-t24v-t40 ‘8397247 Left-Right=0 © Edit Solve + Lower=-98+999 Upper= 92+999 © Edit Solve + v=52 Left-Right=0 31. If a ball is tossed upwards with an initial velocity of 56 ft/sec from an initial height of 120 feet, graph the height of the ball, as a function of time. From the Menu, select the Graph & Table icon. Enter the function as y1. ‘To set a window tap [Fa], enter the values and tap OK. Tap [7] to graph. ‘Sheet! |Sheet2 Sheet3 |Sheet4 /Sheet5: Myi=-16x2+56-x+1120 — Oyva:0 ed 0. 0227272727272727 1-50 max :200 | © Edit Zoom Analysis ¢ Pl ya | ed [29 | PG] Cal [Bal] ne > He My 1=-16-x2+56-x+120 Oya:0 Oys:0 Oya:o Oys:0 Oye: 3] 3) Red = Real @ Getting Started with the Classpad IGraph & Table Menu Edit Zoom Analysis @ Tap ‘#ii to plot the graph in a full screen. To adjust the window, use[¥] (4) [) (5) to scroll in any of the four directions, to zoom in, and ©) to zoom out. Red Real @ © Edit Zoom Analysis ¢ (E3) 2. Compute the height of the ball at time 4 seconds. To trace, tap [[¥]. To find a specific value, press any ‘one of the number keys; this will open a dialogue box. Then tap OK. Getting Started with the Classpad I 15Press (EXE) to mark the point and keep the coordinates on the display. Graph & Table Menu Edit Zoom Analysis # fPbex*2+56-x+120 Getting Started with the Classpad I3. Compute the times when the ball is at height 150 feet. Tap Analysis, G-Solve, x-Cal/y-Cal, x-Cal. ‘Min y-Intercept Integral , Inflection Distance a Itc, Enter the value for y and tap OK. *0.5608,150) 12 Getting Started with the Classpad I 7Graph & Table Menu Press (EXE) to mark the point and keep the coordi- ‘@ Edit Zoom Analysis © nates on the display. ve Sa 1=— [PB +x jacst-xetad 7 Press (B) to move to the second point. 3 2.8997,150) 4, Compute the time when the ball hits the ground, 2 To compute an x-intercept, tap the (B) icon at the top of the screen, then tap [E). 1s Getting Started with the Classpad I5. Compute the coordinates of the maximum point. For a maximum point, tap the (B) icon at the top of the screen, then tap [=]. 6. Construct a table of values for times {0, 1,2, 3, 4, 5}. To set the table, tap [F¥]. Enter the values and tap OK. Getting Started with the Classpad I Graph & Table Menu @ Edit Zoom Analysis @ fx] ye=169To view the table, tap (fia. ‘Sheet! |Sheet?2 |Sheet3 |Sheet4 |Sheet5 -16x2456-x4120 » Getting Started with the Classpad IGraph & Table Menu ‘These examples have used the coefficient of -16 for the f? term. The value of that coefficient could be different, based on conditions such as altitude. It would also be different on the moon or another planet, and of course, if different units for distance and/or time were used. ‘Amore general equation for the model would be h = the general quadratic y = ax? + bx +c. 7. Explore the transformations of the graph of the function y = ax? + bx +c as the coefficients a, b, ¢ are changed. Enter the function y1 = 1x? + Ox +0. The three coefficients are needed, as explained later. Set the window to Default. Graph the equation. Getting Started with the Classpad I -} gt? + vt +c. This is an application of ® File Edit Type + [_o File esit tee S| be Teal Les ee eal L| Miy1=1.x240-x40 Oya: Oys:0 Oya:o ‘© Edit Zoom Analysis © Dd yae~ | ed | | PG] Cel | BA] > [Sheett |Sheet? [sheet3 [Sheet4 |Sheet5) Mv1=1-x2+0-x+0 = Oya:0 (Oys:0 Qya:0 Oys:0 Oye:a a2 Tap Analysis, Modify. Enter 1 for the Step size and tap OK. The word Modify appears on the graph screen, the graph is thicker, and the function rule appears in a dialogue box at the bottom. To explore the transformations, tap any one of the 3 coefficients and highlight it. Tap on the graph screen. Now use (©) and [@) to increase or decrease the coefficient, respectively, and see the graph transform. (eta) Trece ‘Sketch ‘Sheet! |Sheet2 G-Solve | 2.+( Modify Getting Started with the Classpad IAlternately, to make changes without a step size, tap any one of the 3 coefficients, highlight it, enter a new value and press (EXE) Getting Started with the Classpad I 2u Conic Menu The Conic Menu will graph conics in an (H, K) form, such as x = Aly~K)’ +H, a standard form such as x = Ay? + By + C, or the general form, Ax’ + Bxy + Cy? + Dx + Ey +F =0. The general form includes rotated conics. The easiest way to input the equation for the relation is to insert a form, and edit the coefficients. The G-Solve commands will display important features related to conics, such as a center, vertices, foci, and asymptotes. 7 e a 1. Graph . Tap $8 , then the Conics icon. Tap [3] Select the form for this hyperbola, and tap OK. Edit the coefficients A, B, H, and K. Highlight the letter and press the key for the number. For K, also change from subtraction to addition. Tap |) to set the window, or use shortcuts after graphing, Sree “ACy-K)? +H OxsAy? 4By te OY= NOH 4K (x2)? _ (yt)? op at 62 Getting Started with the Classpad IConic Menu Tap Bi] to graph. ‘© Edit Zoom Analysis © (x) soon] © [eta he] Ca |) |Conics Equation: (xray? _ cyt) 62 sae Tap ‘Bg to plot the graph in a full screen. You may wish to adjust the window. The window can be easily changed by using (¥- (4) G) (&) to scroll in any of the four directions, to zoom in, and (=) to zoom out. Getting Started with the Classpad I 2s2. Display the vertices, foci, and asymptotes. For vertices, tap Analysis, G-Solve, Vertex. Press (EXE) to mark the point and keep the coordi- nates on the display. Press [s] to display the other vertex. Use G-Solve in the same manner for foci and asymptotes. Conic Menu ‘© Edit Zoom . ix] feof oleate | x-Cal/y-Cal ’ fee Vertex @ Edit Zoom Analysis @ (x) Poo] Tess] [oa 2) °2/36- (+1) °2/6 2 a5} a Biz -1| Getting Started with the Classpad I3. Convert the equation to a standard form. Tap ag , then tap the equation window. yay fe] Ov=ACK-H) 24K )Y=AK? +BX4C «HD? +(y-K)?=R? ax? +Ay? 4Bx4Cy 4020. Tap [sy], then select the bullet for general form, then tap OK. Aga 16-x2-9-y2-G4-x-18-y-521=01 Getting Started with the Classpad I ”4, Graph the rotated conic 2x? ~ Bxy +4y?— 5x + By-7=0. Se f OX=ACY~K) 3 +H Tap [. Ousay?aBy+e ACK-H)?+K Tap the bullet for general form, then tap OK. OOH)? #0y-K)? =F? (AX? Ay? +Bx+0y4D=0 Edit the coefficients and the signs. The addition sign and the number can be highlighted together. 2x2 —gexeyt4ey?—5ex4 8-y—TRO 28 Getting Started with the Classpad ITap [SK] to graph. Again, you may tap ‘i to plot the graph in a full ‘screen. You may wish to adjust the window. The window can be easily changed by using (¥) ) GB) to scroll in any of the four directions, to zoom in, and[=) to zoom out. Getting Started with the Classpad I Conic Menu © Edit Zoom Analysis ¢ Pd ovo] © [eta [ be] Cat lies Equation: 2x 2—Bexeytddey2—Sext6oy—Te Rad Real ql »G-Solve commands may be used on rotated conics. t 0.3968,-0.331 » Getting Started with the Classpad I‘Suppose one of the questions asked on a survey was “What type of pet do you have?”, and the results from 50 people are shown in this table. Pet Category Dog Cat Fish None Frequency 4 12 9 1. Construct a pie chart of these data. It is easiest to work with categorical data from a. spreadsheet. Tap BH, then the Spreadsheet icon. Enter the frequencies in the first column. Press (EX€) to move to the next cell. To construct the chart, tap Column A so it is select- ed. If the graph icon is [38], tap it. Otherwise tap the (¥) near the top-right to open the graph menu and then tap [3] from the drop down list. Getting Started with the Classpad I aTap any section of the chart to display the frequency. oe Is OE 5 Some 2 Getting Started with the Classpad Iey ey (Ld ee ot ee ra Tap the chart and drag to Cell B1 to display the relative frequencies, shown as percents. (tap-and- drag is similar to click-and-drag with a mouse.) 2. Construct a bar chart for these data, Select Column A again. Tap the (¥] near the upper- right corner to access the graph drop down menu. Then tap [iit] to construct a bar chart. Getting Started with the Classpad I 33The bar graph is displayed. Tap any bar to display the frequency. ao Getting Started with the Classpad IStatistics Menu Plots and statistics for quantitative data can be created in either the spreadsheet or statistics menu. The statistics menu will be used for this example. The number of games won (out of 162) by a certain baseball team for the years 2002 - 2013 are shown in the table. 67 88. 89 79 66 85, 7 83 5 n 61 66 1. Construct a histogram for these data. ‘Tap #8 , then the Statistics icon. Enter the frequen- cies in list, Press (EXE) to move to the next value. 123 [4{sfel7 [8 Oott Tap [fi] to setup the plot. Select On, and use the drop down menus to select Histogram, list1, and 1 as shown. Then tap Set. Getting Started with the Classpad I 35Tap |. Enter values for the starting value (HStart) and the step (Hstep), the width of each bin; then tap OK. Getting Started with the Classpad ITap Analysis, Trace to display the frequencies, using the directional pad to move through the data values. list2 [list [list pie=65 Fe=3 if ‘StatGraphl oe Red Auto gl Getting Started with the Classpad I ”2. Construct a box and whisker plot for these data. Tap the list editor window. Tap [fii] to setup the plot. Tap Off for StatGraph1, then tap the 2 tab to select StatGraph2. Select On, Medbox, list1, and 1 as shown. Tap the box to Show Outliers and tap Set. T[atstaisiei7 {sis} Draw: Oot Type: XList: Draw: Tye: wists [ist Free Wishow Outliers: Getting Started with the Classpad Ihe, ae {Art |e.a(- Tap {Lta| to view the box and whisker plot. Tap Analysis, Trace and use the directional pad to. view the five number summary. Getting Started with the Classpad I © Zoom Analysis Calc @ [e3] ‘StatGraph2 Talc} 393. Compute summary statistics for these data. When the list editor window is selected (note the bold border) the Gale command is the second command. When the plot window is selected, the Calc com- mand is the third command, In either case, tap Cale, One-Variable. Select list1 and 1, then tap OK. One variable statistics are displayed; use the scroll bar to see additional information. | One-Varlable Two-Varlable Regression Test Interval Distribution Inv. Distribution DispStat, Sn ‘One-Variable Getting Started with the Classpad IGetting Started with the Classpad I a2 Getting Started with the Classpad IGetting Started with the Classpad I 8CASIO. http://edu.casio.com/ Worldwide education website for teachers and students eoeed Getting Started with the Casspadl cama