HP 10413 Datasheet Page 301

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301
A
A
P
P
P
P
E
E
N
N
D
D
I
I
X
X
B
B
:
:
T
T
E
E
A
A
C
C
H
H
I
I
N
N
G
G
C
C
A
A
L
L
C
C
U
U
L
L
U
U
S
S
W
W
I
I
T
T
H
H
A
A
N
N
H
H
P
P
3
3
9
9
G
G
+
+
There are many ways that the teaching of functions and calculus concepts
can be enhanced with the aid of an hp 39g+ graphical calculator. Some of
them are listed below:
I
I
n
n
v
v
e
e
s
s
t
t
i
i
g
g
a
a
t
t
i
i
n
n
g
g
n
yx=
f
f
o
o
r
r
n
n
a
a
n
n
i
i
n
n
t
t
e
e
g
g
e
e
r
r
This can be done most economically by setting an
investigation, perhaps for homework.
Save a copy of the Function aplet under the name of
“X to the N”. Saving the aplet will allow you to send it to
your students’ calculators.
Into this aplet, enter the functions
shown and set the axes as shown.
The choice of x axis means that
each pixel is 0.02 apart.
This aplet can now be sent to each student’s calculator
at the end of a lesson using the infra-red link.
Accompanying questions should address the issues
below, and students should be required to either hand in a short written
response, or contribute to a verbal discussion the next day.
(i) All the graphs have two points in common. What are they and
why are they common?
(ii) Why does an increasing value of n mean a lower value of
f(x)=x
n
between 0 and 1, while it means a higher value for x>1?
(iii) What happens for x<0? (The scale will need to be changed in
the PLOT SETUP view.)
(iv) What do the graphs of
n
yx
=
look like for negative integer
values of n?
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